The following article is the product of research conducted at the Universidad de la Frontera with regard to the integration into the profession of graduates from the teaching programs in the Faculty of Education and Humanities. A lot of literature exists regarding the socialization of teachers, new teachers and the induction of teaching professionals, from which we selected the proposal of the Dutchman Vonk, J.H.C. who suggests four models of professional integration: "Sink or Swim", "Collegial", "Mandated Competence" and the "Formalized Protected Mentor Model". Sample information of graduate students was taken with regard to the different dimensions of professional performance. The results were ambivalent, with both solid general abilities and weaknesses in specific areas of competence. Furthermore, two structural situations were confirmed: on the one hand, the type of establishment determines the kind of integration, and on the other, the absence of an institutionalized mechanism of professional induction.
Resumen: En Chile, la Inspección Escolar se conoce como Supervisión Educativa y tiene, en general, el mismo carácter que en otros países de Iberoamérica salvo algunas diferencias sustanciales en orden a sus roles y funciones que han sido en el tiempo bastante dinámicos; pero los inspectores, en adelante supervisores, son funcionarios de Estado de nivel intermedio. Este artículo da cuenta de la evolución histórica que ha tenido la Supervisión Educativa en Chile desde el año 1965 hasta la actualidad en algunos aspectos específicos. Principalmente, en orden al paradigma que sustenta su desempeño en orden a la política educativa y, más específicamente, en orden a sus roles y funciones en el sistema escolar. Palabras clave: Supervisión; Inspección escolar; política educativa; Iberoamérica; Chile; sistema educativo.Abstract: In Chile, School Inspection is known as Educational Supervision and, in general, it has the same character as other Latin American countries, except for some differences related to their roles that have been dynamic over the time; the inspectors, called Supervisors, are State officials at an intermediate level. This article gives an overview of the historical evolution of Educational Supervision in Chile since 1965 to the present. Mainly in order to the paradigm that sustains its performance in order to educational policy and, specifically, in order to their roles in the school system.
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