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Preservice Teachers’ Perceptions of Peer Support Groups for Enhancing Classroom Management Skills
Percepciones de docentes en formación acerca de los grupos de apoyo entre pares para mejorar las habilidades de manejo de clase
DOI:
https://doi.org/10.15446/profile.v27n2.114061Keywords:
classroom management, initial teacher education, peer support groups (en)formación inicial docente, grupos de apoyo entre pares, manejo de clase (es)
This article reports the results of a qualitative exploratory study with the objective of inquiring about the perceptions of a group of preservice teachers regarding the analysis of classroom incidents through peer support groups as a strategy for enhancing their classroom management skills in an English teacher education program at a Colombian university. The data gathered included one-on-one and focus group interviews as well as the researchers’ field notes. Findings indicated that the selected strategy helped participants reflect on their own and others’ experiences, feel better prepared to respond to similar future situations, and raise awareness about the complexity of teaching and identity construction. The participants also acknowledged the relevance and usefulness of peer support groups for teacher education.
Este artículo presenta los resultados de un estudio cualitativo exploratorio que investigó las percepciones de un grupo de docentes en formación sobre el análisis de incidentes del aula mediante grupos de apoyo entre pares como estrategia para mejorar las habilidades de manejo de clase en un programa formador de docentes de inglés de una universidad colombiana. La información recopilada incluyó entrevistas individuales, grupos focales y notas de campo. Se encontró que tal estrategia ayudó a los participantes a reflexionar sobre experiencias propias y de otros, a sentirse mejor preparados para enfrentar situaciones similares futuras, y a concientizarse sobre la complejidad del proceso de enseñanza y su construcción de identidad. Los participantes también concedieron relevancia y utilidad a la estrategia de grupos de apoyo entre pares para la formación docente.
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Copyright (c) 2025 Diego Fernando Macías, Carlos Alcides Muñoz, Jhon Jairo Losada-Rivas
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