Pedagogical mentoring in Chilean schools: an innovative approach to teachers' professional learning
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 30 September 2021
Issue publication date: 1 February 2022
Abstract
Purpose
The purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM) within the Chilean school context.
Design/methodology/approach
This study employed a qualitative methods approach, utilizing an instrumental case study. As the primary data source, researchers conducted 14 individual, semistructured interviews. Participants included two comentors, six mentor teachers and six mentee teachers from two K-8 focal school sites. Data were examined using the content analysis method.
Findings
Results revealed five aspects that contributed to PM's execution: the voluntary participation model, the reflective emphasis, the focus on teaching and learning, the facilitating role of the principal and comentor support. At the same time, the findings indicated three factors that hindered PM's success: interruptions due to schedule conflicts, limited dissemination throughout the school community and assimilation of the values embedded in the Chilean teacher evaluation system.
Practical implications
PM holds great potential for collaborative professional development and continuous improvement of teachers' instructional practices, drawing on their experiences and resources and leading to the strengthening sense of professionalism in teaching and in teachers' social esteem.
Originality/value
This is the first research to address a formal PM project in Chile aimed specifically at in-service teachers. Previous projects in the country have focused on novice teachers. Unlike other initiatives in the region, this project does not focus on teacher induction but on capacity building within schools through collaborative work. This research also adopts an approach based on support for teachers' professional development, while in Chile the main policies currently focus on teacher evaluation.
Keywords
Acknowledgements
The authors are grateful to all of the teachers, principals, and school communities that participated in this project. Thank you for your time and commitment.
Funding: The PM project was funded by the Chilean Ministry of Education through the Center for the Development of Educational Leadership (CEDLE), coordinated by Universidad Diego Portales.
Citation
Sablo Sutton, S., Cuéllar, C., González, M.P. and Espinosa, M.J. (2022), "Pedagogical mentoring in Chilean schools: an innovative approach to teachers' professional learning", International Journal of Mentoring and Coaching in Education, Vol. 11 No. 1, pp. 69-88. https://doi.org/10.1108/IJMCE-01-2021-0028
Publisher
:Emerald Publishing Limited
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