La inducción a la enseñanza en la República Dominicana: El Programa Nacional de Inducción
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Induction of beginning teachers
mentorship
observation in the classroom and online training
inducción a docentes
acompañamiento
observación en el aula
formación en línea
mentorship
observation in the classroom and online training
inducción a docentes
acompañamiento
observación en el aula
formación en línea
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Volume Title
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Instituto Tecnológico de Santo Domingo (INTEC)
En este artículo se describe el Programa Nacional de Inducción a docentes de nuevo ingreso que se ha implementado como política pública en la República Dominicana durante los años 2018-2020. En el Programa Nacional de Inducción han participado: 10,758 docentes de nuevo ingreso, de las 18 regionales del país; 2,180 acompañantes; 110 tutores de acompañantes; 10 coordinadores de tutores; 166 coordinadores regionales y distritales de inducción; 2,628 directores escolares y los equipos de diseño, coordinación y seguimiento del programa. A lo largo del artículo describimos los procesos formativos formales y no formales, presenciales y en línea que se han desarrollado a lo largo del programa. El eje vertebrador del Programa Nacional de Inducción es el acompañamiento de cada docente principiante por parte de un acompañante. Este acompañamiento se ha realizado de forma presencial y en línea, y a través de él los docentes de nuevo ingreso han podido recibir el asesoramiento en la práctica por parte de un profesor experimentado, generalmente un coordinador pedagógico de un centro educativo dominicano.
This article describes the National Induction Program for new teachers that has been implemented as a public policy in the Dominican Republic during the years 2018-2020. The following have participated in the National Induction Program: 10,758 new teachers of the 18 regional ones in the country; 2,180 mentors; 110 tutors; 10 mentor coordinators; 166 regional and district induction coordinators; 2,628 school directors and the design, coordination and monitoring teams of the program. Throughout the article, we describe the training processes, formal and non-formal, face-to-face and online, that have been developed throughout the program. The vertebrate axis of the National Induction Program is the mentorship of each beginner teacher by an experienced teacher. This mentorship has been done in person and online and through them beginning teachers have been able to receive practical advice from an experienced teacher, usually a pedagogical coordinator of a Dominican school.
This article describes the National Induction Program for new teachers that has been implemented as a public policy in the Dominican Republic during the years 2018-2020. The following have participated in the National Induction Program: 10,758 new teachers of the 18 regional ones in the country; 2,180 mentors; 110 tutors; 10 mentor coordinators; 166 regional and district induction coordinators; 2,628 school directors and the design, coordination and monitoring teams of the program. Throughout the article, we describe the training processes, formal and non-formal, face-to-face and online, that have been developed throughout the program. The vertebrate axis of the National Induction Program is the mentorship of each beginner teacher by an experienced teacher. This mentorship has been done in person and online and through them beginning teachers have been able to receive practical advice from an experienced teacher, usually a pedagogical coordinator of a Dominican school.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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info:eu-repo/semantics/publishedVersion
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Science and Education; Vol. 5 No. 2 (2021): Science and Education; 95-120
Ciencia y Educación; Vol. 5 Núm. 2 (2021): Ciencia y Educación; 95-120
2613-8808
2613-8794
10.22206/cyed.2021.v5i2
Ciencia y Educación; Vol. 5 Núm. 2 (2021): Ciencia y Educación; 95-120
2613-8808
2613-8794
10.22206/cyed.2021.v5i2