¿Por qué y para qué los centros escolares aceptan ser un sitio de práctica para las carreras de pedagogía? Perspectivas de docentes directivos. Why, and what for, schools accept to be sites of practices for pedagogy career?
DOI:
https://doi.org/10.22235/pe.v6i1.526Palabras clave:
formación inicial docente, formación práctica, colaboración universidad-centro escolar, initial teacher preparation, field-based teacher preparation, university-school collaborationResumen
RESUMEN. El presente estudio examina por qué y para qué propósitos los docentes directivos de los centros escolares aceptan que estos se constituyan en un centro de práctica para los programas de formación inicial de docentes. A través de una encuesta a 172 directores de centros escolares o jefes de la Unidad Técnico-Pedagógica de 91 escuelas que sirvieron de centro de práctica para cinco universidades de Chile, se detectó que estos directores esperaban, principalmente, lograr dos propósitos: contribuir a la preparación de nuevos profesores y obtener recursos adicionales para apoyar a los maestros y a los estudiantes. Estos resultados se discuten a la luz de las teorías actuales para problematizar las condiciones que posibilitan cumplir estos objetivos.
ABSTRACT. The current study examined why and for what purposes schools administrators agreed to collaborate with teacher education institutions by accepting that their schools become a preparation site. A survey was administered to 172 school principals and curriculum coordinators from 91 schools that had received preservice teachers. Contributing to the preparation of new teachers and obtaining additional resources to support teachers and students were the two main reasons offered by the participants. The extent to which these administrators´ goals may be fulfilled by initial teacher preparation is discussed in light of current theories.
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