Una investigación fenomenológica sobre el sentido de pertenencia percibido de los futuros profesores de EFL en la colocación escolar
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https://doi.org/10.30827/portalin.vi2023c.29649Palabras clave:
Sentido de pertenencia, prácticum, formación inicial de docentesResumen
Si bien el constructo de pertenencia ha visto un aumento de interés en el campo de la psicología social, ha habido una escasez de investigación sobre el sentido de pertenencia durante la colocación escolar en los programas de formación inicial del profesorado (IDP). Basado en esta premisa, el presente estudio se propuso explorar las experiencias de sentido de pertenencia de tres futuros profesores de EFL durante la colocación escolar junto con los factores contribuyentes involucrados en el establecimiento de un sentido de pertenencia. Los hallazgos de las entrevistas exploratorias de grupos focales con los participantes y sus tareas de elicitación gráfica revelaron que las relaciones interpersonales y los factores institucionales desempeñan un papel esencial en el establecimiento de un sentido de pertenencia durante la colocación escolar. Finalmente, se discuten las implicaciones pedagógicas con el fin de mejorar la efectividad de los diseños de prácticas escolares en IDP.
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