Bases para el desarrollo de un modelo de acción tutorial orientado a la práctica reflexiva de docentes en formación

Resumen

The improvement of the processes that are lived in the initial teacher training, particularly in the practicum, added to the strengthening of the tutorial work and the promotion of reflective processes, are some of the current challenges in educational matters. The reality is that not all initial teacher training programs consider these aspects as part of their improvement policies, however, current initiatives suggest that this problem is addressed with increasing priority. The transforming value that the tutor possesses, the reflective processes and the practicum are prevailing that teacher training programs must achieve. The ultimate goal of this research is to contribute to the knowledge we have about these three elements of teacher training. On the other hand, it is intended to contribute to the development of bases that allow outlining tutorial work aimed at promoting reflective practice, relying on the contributions that scientific literature gives us. It is interesting to know the way in which the spaces for initial teacher training are articulated, the assessment given to the tutorial role to promote reflective processes and the way in which the tutoring spaces are carried out. Therefore, the research is approached under the umbrella of a mixed methodological approach (DEXPLIS), integrating components of quantitative and qualitative research. Within the quantitative approach, the survey strategy is used and, through a questionnaire, the assessment given by 376 students belonging to the Catholic University of Maule, Chile, and the University of Granada, Spain, is collected. From the qualitative approach, the interview strategy is applied to 6 teachers from the Catholic University of Maule, Chile and the University of Granada, Spain, three of them perform functions as academic tutors, while two work as practicum coordinators. In addition, a complementary view is sought with the opinion given by two professional tutors from public schools in Chile and Spain. The data analysis was carried out through statistical and qualitative procedures, which are considered in an extensive section that was divided according to the dimensions of analysis. For these purposes, technological tools were used that allowed fluidity and scientific rigor to the analysis. IBM SPSS Statistics 25 software was used for quantitative data, while MAXQDA software was used for qualitative data. Some of the main conclusions derived from the research, we can point out: I) Positive assessment of the work of the academic tutor in the exercise of promoting reflective processes; II) The need to consider the ethical, value, emotional and social criteria to reflect on them; III) Recognition of the instruments for a tutorial function aimed at promoting reflection (Rubrics; Journals of experiences; Recordings; Narrative vignettes; Checklists; Sociograms; Weekly agenda); IV) The need to strengthen and systematize spaces to promote reflection on the practicum; V) Determine criteria so that the practicum has competent tutors to guide this process and promote reflection, among others. Finally, a series of improvement strategies emerge, specified in the bases for the institutional, the tutorial work and the practicum, as well as the limitations, improvements and projections of the research.