Pedagogical Mentorship as an In-Service Training Resource: Perspectives from Teachers in Guatemalan Rural and Indigenous Schools

Autor/in	de la Garza, Katy
Titel	Pedagogical Mentorship as an In-Service Training Resource: Perspectives from Teachers in Guatemalan Rural and Indigenous Schools
Quelle	In: Global Education Review, 3 (2016) 1, S.45-65 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Foreign Countries; Inservice Teacher Education; Mentors; Teacher Attitudes; Rural Schools; Indigenous Populations; Culturally Relevant Education; Bilingual Education; Multicultural Education; Qualitative Research; Participant Observation; Interviews; Rural Education; Educational Quality; Economically Disadvantaged; Poverty; Nutrition; Hunger; Government Role; Barriers; Access to Education; National Curriculum; Language Usage; Native Language Instruction; Language of Instruction; Second Language Instruction; Spanish; Case Studies; Federal Programs; Guatemala + Suchen Sie Ihr Suchwort? Ausland; Lehrerfortbildung; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sinti und Roma; Bilingual teaching; Bilingualer Unterricht; Multikulturelle Erziehung; Qualitative Forschung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Ländliche Erwachsenenbildung; Quality of education; Bildungsqualität; Armut; Ernährung; Education; Access; Bildung; Zugang; Bildungszugang; Sprachgebrauch; Native language education; Muttersprachlicher Unterricht; Teaching language; Unterrichtssprache; Fremdsprachenunterricht; Spanisch; Case study; Fallstudie; Case Study
Abstract	This study analyzed challenges faced by teachers in rural and Indigenous schools, and the impact of pedagogical mentorship in contributing towards more culturally and linguistically relevant education. Using a case from Guatemala, this article explored pedagogical mentorship as an in-service teacher training resource for multi-lingual and multi-cultural rural realities. The data was drawn from a qualitative and multisite research study based on participant observation and in-depth interviews. Results demonstrated that main challenges included economic hardships, malnutrition, absence or delays in basic government social programs, and superficial teacher training in bilingual intercultural education (EBI). Teachers perceived pedagogical mentors as "help" and "support" inside their classrooms, where they learned from and collaborated with mentors to strengthen their pedagogical skills, primarily in subjects related to language and communication. Mentor visits were scarce and short due to mentorship program designs that failed to consider in their budgets, recruiting practices and curriculum contents; and the travel distances and rural school community languages and cultures. However, findings showed that even with program shortcomings there was a wide acceptance of pedagogical mentorship by all teachers particularly for professional development in bilingual and intercultural education. Results suggest that pedagogical mentorship offers an opportunity to enforce the long overdue right for rural and Indigenous peoples to quality and culturally relevant education. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01