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Title: Pot el mentoratge transformar la formació docent i dotar de més qualitat les intervencions didàctiques? Estudi d'un cas de mentoratge entre iguals a Catalunya
Author: Pisabarro Hernández, Laia
Tutor: Gallardo, Sandra  
Abstract: Incorporation of learning methodologies based on action in permanent training of teachers has an impact on the improvement of teaching practice. This study aims to find out the perception of 2 teachers from the Alzina public high school in Barcelona on the application of peer mentoring in the school. The evaluation of the research has been based on a case study through a qualitative approach through the demographic interview. The data analysis has been descriptive and interpretive. The results show that the entire sample has a positive perception regarding mentoring and learning linked to practice has been valued such as: the identification of improvements and the establishment of changes in the teaching exercise based on pedagogical reflection. Even so, not so positive perceptions are expressed regarding the time spent and the systematization of the training practice.
Keywords: permanent training
peer mentoring
teaching practice
pedagogical reflection
Document type: info:eu-repo/semantics/masterThesis
Issue Date: Jan-2023
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