DOI:
https://doi.org/10.14483/22487085.18736Published:
2023-10-24Issue:
Vol. 25 No. 2 (2023): July-DecemberSection:
Research ArticlesMediation in autonomous practices among novice language teachers while discussing conflicts in their teaching practice
La Mediación en prácticas autónomas de profesores iniciales de lengua al discutir los conflictos que enfrentan en la práctica docente
Keywords:
conflicts, mediation, novice language teachers, teacher autonomy (en).Keywords:
conflictos, mediación, profesor novel de lengua, autonomía del docente (es).Downloads
Abstract (en)
Becoming an effective language teacher does not only depend on how well the teacher knows the language but also on how the teacher can deal with the complex situations that emerge in the profession. Therefore, it is crucial to provide novice teachers with opportunities to share with others these complications during their teaching training programs. This document has the purpose of presenting the results of a research which aims to explore how novice language teachers mediate their discussions while they reflect on the emerging conflicts that they have faced during their initiating teaching practice. The study has a twofold purpose: to inquire about the main hardships these teachers deal with and the implications of mediation in their solution. Twelve English language teachers were involved as participants who were grouped in four groups of three each to discuss during 6 sessions. The study used a mixed method research approach that involved discourse analysis of the transcribed discussions, the teachers’ diaries and open observations by the researchers. The results show that socializing conflicts leads to cognitive, social and affective dimensions of mediation; in such a way that mediation reinforces teacher’s self-efficacy and decision making to solve their problems.
Abstract (es)
Ser un profesor de idiomas eficiente, no sólo depende del conocimiento del idioma que va a enseñar sino de cómo enfrenta las situaciones complejas que surgen durante la práctica profesional. Por eso, es crucial brindar a los profesores principiantes, oportunidades en las cuales puedan compartir con otros estas problemáticas durante su formación docente. Este trabajo tiene el propósito de presentar los resultados de una investigación cuyo objetivo es explorar la mediación de profesores iniciales cuando llevan a cabo discusiones donde reflexionan sobre los conflictos que han enfrentado durante la iniciación de su práctica docente. El estudio tiene un doble propósito: indagar sobre las principales dificultades que afrontan estos maestros y las implicaciones de la mediación en la solución de las mismas. Participaron doce profesores de inglés agrupándose en cuatro grupos de tres personas en cada equipo para discutir durante 6 sesiones. Se usó un enfoque metodológico mixto. Se analizaron las discusiones, los diarios de los profesores y las observaciones abiertas de los investigadores. Los resultados muestran que la socialización de los conflictos conduce a la mediación cognitiva, social y afectiva y ésta refuerza la autoeficacia y la toma de decisiones del docente para resolver los problemas.
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