Reasons for the collaborative difficulties between psychoeducational consultants and teachers: an exploratory analysis / Análisis exploratorio de las variables relacionadas con las dificultades de los asesores psicopedagógicos para colaborar con los profesores

Abstract

This paper examines whether the difficulties in collaboration identified in the sessions of five consultants working with teachers and whether the consultants' high participation (a type of hyper-responsibility) are related to the ongoing episode of the problem solving process, the origin of the request, and the topic of the session. Results show that collaboration difficulties tend to be more frequent when consultants and teachers discuss teaching-learning processes and that the consultants' hyper-responsibility is more common: (a) when they are looking for solutions, (b) when they start some action with the support of the tradition of the educational setting or the support of the regulation, and (c) when they are discussing career guidance and mentoring.