Resumo

GUEVARA, Jennifer. Los docentes orientadores en el practicum: límites y posibilidades para su participación como formadores. Propuesta educativa (Online) [online]. 2018, n.49, pp.94-103. ISSN 1995-7785.

This article aims to describe different roles played by mentors in the training of pre-service teachers and identify their formative potential. These roles can either be defined by the mentors’ own perceptions of themselves, or awarded to them by the supervisors. To identify these roles, the article picks up on previous literature and then focuses on a case study, namely, a teacher training institution in the city of Buenos Aires. Through unstructured interviews with the actors of the ‘practicum triad’ (trainers, mentors, and trainee teachers), participant observation and informal conversations with institutional actors, this research paper offers insights to the roles mentors play as well as how these influence the development of beginning teachers.

Palavras-chave : Practicum triad; Initial teacher education; Practicum; Early childhood education; Cooperating teachers.

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