El periodo de prácticas pedagógicas y el desarrollo profesional del profesorado novel: un estudio con perspectiva de género
DOI:
https://doi.org/10.47197/retos.v77.113023Palabras clave:
Maestros principiantes, programa de referendario pedagógico, desarrollo profesional, crecimiento profesional, géneroResumen
Introducción: El desarrollo profesional de los docentes principiantes sigue siendo una preocupación relevante en los sistemas educativos contemporáneos. Aunque investigaciones previas han analizado las motivaciones para ingresar a la profesión docente, se ha prestado escasa atención al referendariato pedagógico como un mecanismo estructurado de apoyo a la transición de los docentes noveles hacia la práctica profesional y al desarrollo de competencias pedagógicas clave, especialmente desde una perspectiva sensible al género.
Objetivo: Este estudio tiene como objetivo examinar las percepciones de los docentes principiantes sobre el referendariato pedagógico y su contribución percibida al desarrollo profesional, con especial atención a las diferencias relacionadas con el género.
Metodología: Se empleó un diseño de investigación no experimental, basado en encuestas, con medición pre–post. Los datos se recopilaron mediante un cuestionario estructurado que abarcó seis dominios de competencia. La muestra estuvo compuesta por 400 docentes principiantes que completaron el programa de referendariato pedagógico en el este de Kazajistán.
Resultados: Los resultados indican mejoras autoinformadas en todas las dimensiones de competencias pedagógicas examinadas tras la participación en el programa. En general, las percepciones sobre el referendariato pedagógico fueron positivas. Se observaron pequeñas diferencias relacionadas con el género, siendo las docentes quienes reportaron percepciones ligeramente más altas sobre la efectividad del programa.
Discusión: Los hallazgos sugieren que el referendariato pedagógico es percibido por los docentes principiantes como una forma significativa de apoyo profesional. No obstante, los resultados reflejan cambios percibidos y no constituyen evidencia de efectos causales del programa.
Conclusiones: La consideración del género como categoría analítica aporta una comprensión adicional de la variación en las experiencias reportadas por los docentes principiantes. Dado el uso de datos autoinformados y la ausencia de un grupo de control, el estudio ofrece evidencia descriptiva y contextual del sistema educativo de Kazajistán que contribuye a los debates actuales sobre el apoyo al desarrollo profesional de los docentes principiantes.
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