GARCIA LAZARO, IRENE, CONDE JIMÉNEZ, JESÚS, Colás Bravo, Pilar
No
Rev. Iberoam. Educ.
Article
Científica
17/01/2020
000508019600007
This article analyzes my personal experience as a novice teacher educator starting my path as a researcher and teacher from the self-study approach. The analysis of my professional performance as mentor of 12 preservice teachers during their internship is the focus of this contribution. The methodology, into the self-study framework, follows John's proposal (2010) through different stages of inquiring. There are three information sources as contrasting and helpful resources: the observation and participation in different focus group sessions with student teachers in their first internship program into the primary education university degree, a narrative-reflective diary and, finally, some meetings with two critical friends. I conclude this study with a contextual and reflective analysis about the emotional dimension which underlies the mentoring process. This valuation generates, on the one hand, improvements toward my professional performance as novice teacher, on the other hand, improvements toward the initial teacher training.
Self-Study; internship; critical reflection; teacher educator; teacher education