Mentoring Practices for the Insertion of New Teachers: Analysis of Four Chilean Cases at the Beginning of the Process

Abstract

This research seeks to deepen understanding of the mentoring practices used, in an initial phase of this process in Chile, to accompany, support and facilitate the professional insertion of novice teachers into their educational communities. The investigation is based on a qualitative and exploratory, descriptive-interpretative approach, that considers the study of four cases, consisting of four pairs of mentors and novice teachers. This strategy permitted a detailed and in-depth investigation of this type of accompaniment, which considered the characterization of the reflection and knowledge promoted as well the strategies used by the mentors during the mentoring process. The findings show the mediation of contextual and relational elements that are linked to the organization of the mentoring process. Likewise, the study identifies the preeminence of certain thematic focuses, frameworks as well as knowledge and resources that the mentor uses during the accompaniment. This study aims to contribute to the National Induction System, which has recently emerged in Chile, by promoting recommendations that will help improve mentor training, strengthen the mentoring process, and generate guidelines and proposals for educational policy in this area.