Accompanying Beginning Teachers' Professional Development: Horizontal Dynamics of Collaboration and Care

[1] Adelman, E. (2019). When the personal becomes the professional: Exploring the lived experiences of Syrian refugee educators. Journal on Education in Emergencies, 5(1), 94–122. https://doi.org/10.33682/dkey-2388. | DOI 10.33682/dkey-2388

[2] Anderson, L., & Olsen, B. (2006). Investigating early career urban teachers' perspectives on and experiences in professional development. Journal of Teacher Education, 57(4), 359–377. https://doi.org/10.1177/0022487106291565 | DOI 10.1177/0022487106291565

[3] Anttila, E. (2018). The potential of dance as embodied learning. In Proceedings of a body of knowledge – embodied cognition and the arts conference (Vol. 1–8). University of California.

[4] Arnett-Hartwick, S., & Cannon, J. (2019). Problems faced by secondary technology education novice and veteran teachers. Journal of Research in Technical Careers, 3(1), 1–12. https://doi.org/10.9741/2578-2118.1055 | DOI 10.9741/2578-2118.1055

[5] Ávalos, B. (2014). La formación inicial docente en Chile: Tensiones entre políticas de apoyo y control. Estudios Pedagógicos, 40, 11–28. https://doi.org/10.4067/S0718-07052014000200002 | DOI 10.4067/s0718-07052014000200002

[6] Ávalos, B., & Valenzuela, J. (2016). Education for all and attrition/retention of new teachers: A trajectory study in Chile. International Journal of Educational Development, 49, 279–290. https://doi.org/10.1016/j.ijedudev.2016.03.012 | DOI 10.1016/j.ijedudev.2016.03.012

[7] Barsalou, L. W. (2020). Challenges and opportunities for grounding cognition. Journal of Cognition, 3(1), 1–24. https://doi.org/10.5334/joc.116 | DOI 10.5334/joc.116

[8] Bastian, K., & Marks, J. (2017). Connecting teacher preparation to teacher induction outcomes for beginning teachers in a university-based support program in low-performing schools. American Educational Research Journal, 54(2), 360–394. https://doi.org/10.3102/0002831217690517 | DOI 10.3102/0002831217690517

[9] Birtch, T. A., Cai, Z., & Chiang, F. F. T. (2024). Effects of formal mentoring support on newcomer–protégé affective organizational commitment: A self-concept-based perspective. Human Resource Management, 63(2), 225–242. https://doi.org/10.1002/hrm.22198 | DOI 10.1002/hrm.22198

[10] Blanco, R., & Hevia, R. (2013). El acompañamiento a los docentes nóveles: Punto de inflexión entre la formación inicial y continua para la profesionalización de las prácticas docentes. In E. Correa Molina, M. Cividini, R. Fuentealba, & I. Boerr (Eds.), Formación e inserción profesional: desafíos y pistas de facilitación para la profesionalización docente (1stEd., pp. 3–7). OEI. | DOI 10.7764/tesisuc/edu/64388

[11] Braun, V., & Clarke. V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11 (4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806 | DOI 10.1080/2159676x.2019.1628806

[12] Borko, H., Koellner, K., & Jacobs, J. (2014). Examining novice teacher leaders' facilitation of mathematics professional development. The Journal of Mathematical Behavior, 33, 149–167. https://doi.org/10.1016/j.jmathb.2013.11.003 | DOI 10.1016/j.jmathb.2013.11.003

[13] Cardona-Cano, R., López-Zapata, E., & Velez-Ocampo, J. (2024). Leadership styles, collaborative integrative behavior and ambidexterity in university research groups. The Learning Organization, 31(2), 185–204. https://doi.org/10.1108/TLO-05-2023-0082 | DOI 10.1108/tlo-05-2023-0082

[14] Christensen, E., Rossi, T., Lisahunter, & Tinning, R. (2018). Entering the field: Beginning teachers' positioning experiences of the staffroom. Sport, Education and Society, 23(1), 40–52. https://doi.org/10.1080/13573322.2016.1142434 | DOI 10.1080/13573322.2016.1142434

[15] Da Cruz, G. B., & Ávalos, B. (2024). Indução docente: Formação de professores iniciantes em perspectiva. Revista Eletrônica de Educação, 18(1), 1–35. https://doi.org/10.14244/198271996475 | DOI 10.14244/198271996475

[16] De Angelis, K., Wall, A., & Che, J. (2013). The impact of preservice preparation and early career support on novice teachers' career intentions and decisions. Journal of Teacher Education, 64(4), 338–355. https://doi.org/10.1177/0022487113488945 | DOI 10.1177/0022487113488945

[17] Du Plessis, A. E., & Sunde, E. (2017). The workplace experiences of beginning teachers in three countries: A message for initial teacher education from the field. Journal of Education for Teaching, 43(2), 132–150. https:doi.org/10.1080/02607476.2017.1286759

[18] Elige Educar. (2021). Análisis y proyección de la dotación docente en Chile. Elige Educar. https://eligeeducar.cl/content/uploads/2021/04/ppt-deficitactualizado-sitioweb.pdf | DOI 10.7764/psykhe.2020.22427

[19] Falk, D., Shepherd, D., & Mendenhall, M. (2022). I always take their problem as mine" – Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts. International Journal of Educational Development, 95, 102670. https://doi.org/10.1016/j.ijedudev.2022.102670 | DOI 10.1016/j.ijedudev.2022.102670

[20] Flushman, T., Hegg, S., Guise, M., Sanford, J., & Stauch, N. (2024). Negotiations and reconciliations in the first year of teaching. Teaching and Teacher Education, 151, 104744. | DOI 10.1016/j.tate.2024.104744

[21] Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.

[22] Freire, P. (1983). Education for critical consciousness. Seabury Press.

[23] Freire, P. (1992). Pedagogy of the oppressed. Continuum International Publishing Group.

[24] González-Weil, C., Waring, M. G., Ahumada, G., Cisternas, A., Pérez, J. L., & Valenzuela, J. S. (2014). Contribución del trabajo colaborativo en la reflexión docente y en la transformación de las prácticas pedagógicas de profesores deficiencia escolares y universitarios. Pensamiento Educativo, 51(2), 75–85. https://doi.org/10.7764/PEL.51.2.2014.6 | DOI 10.7764/pel.51.2.2014.6

[25] Hanušová, S., Píšová, M., Kohoutek, T., Minaříková, E., Ježek, S., Janík, T., Mareš, J., Janík, M. (2020). Novice teachers in the Czech Republic and their drop-out intentions. European Journal of Education, 55(2), 275–291. https://doi.org/10.1111/ejed.12373 | DOI 10.1111/ejed.12373

[26] Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066 | DOI 10.2307/3178066

[27] Hargreaves, A., & O'Connor, M. T. (2017). Cultures of professional collaboration: Their origins and opponents. Journal of Professional Capital and Community, 2(2), 74–85. https://doi.org/10.1108/JPCC-02-2017-0004 | DOI 10.1108/jpcc-02-2017-0004

[28] Heikkinen, H. L.T., Jokinene, H., & Tynjälä, P. (2012). Teacher education and development as lifelong and lifewide learning. In H. L. T. Heikkinen, H. Jokinen, & P. Tynjälä (Eds), Peergroup mentoring for teacher development (pp. 3–30). Routledge. https://doi.org/10.1162/edfp_a_00274

[29] Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Mapping mentor teachers' roles in mentoring dialogues. Educational Research Review, 3(2), 168–186. https://doi.org/10.1016/j.edurev.2008.01.001 | DOI 10.1016/j.edurev.2008.01.001

[30] Henry, G. T., & Redding, C. (2020). The consequences of leaving school early: The effects of within-year and end-of-year teacher turnover. Education Finance and Policy, 15(2), 332–356. | DOI 10.1162/edfp_a_00274

[31] Heron, J. (1999). The complete facilitator's handbook. Kogan Page.

[32] Hyde, B. (2024). Teacher reflection as a research method: using phenomenology to reflect on classroom events. International Journal of Research & Method in Education, 48(2), 138–148. https://doi.org/10.1080/1743727X.2024.2336142 | DOI 10.1080/1743727x.2024.2336142

[33] Iglesias, A., & Southwell, M. (2019). Paradojas de formarse como docente siendo "recién llegados". Revista Diálogo Educacional, 19(60), 447–468. https://doi.org/10.7213/1981-416X.19.060.AO07 | DOI 10.7213/1981-416x.19.060.ao07

[34] Ingersoll, R. (2012). Beginning teacher induction: What the data tell us. Phi Delta Kappan, 93(8), 47–51. https://doi.org/10.1177/003172171209300811 | DOI 10.1177/003172171209300811

[35] IPCC. (2022). Climate change 2022: Impacts, adaptation and vulnerability. https://www.ipcc.ch/report/ar6/wg2/

[36] Jin, X., Li, T., Meirink, J., van der Want, A., & Admiraal, W. (2021). Learning from noviceexpert interaction in teachers continuing professional development. Professional Development in Education, 47(5), 745–762. https://doi.org/10.1080/19415257.2019.1651752 | DOI 10.1080/19415257.2019.1651752

[37] Jusslin, S., Korpinen, K., Lilja., N., Rose, M., Lehtinen-Schnabel, J., & Anttila, E. (2022). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 37, 1–21. https://doi.org/10.1016/j.edurev.2022.100480 | DOI 10.1016/j.edurev.2022.100480

[38] Kapitan, L. (2023). Transforming power through cultural humility in the intercultural contact zone of art therapy. Art Therapy, 40(2), 61–67. https://doi.org/10.1080/07421656.2022.2131355 | DOI 10.1080/07421656.2022.2131355

[39] Kemmis, S., Heikkinen, H., & Fransson, G. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154–164. https://doi.org/10.1016/j.tate.2014.07.001 | DOI 10.1016/j.tate.2014.07.001

[40] Korhonen, H., Heikkinen, H., Kiviniemi, U., & Tynjälä, P. (2017). Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland. Teaching and Teacher Education, 61, 153–163. https://doi.org/10.1016/j.tate.2016.10.011 | DOI 10.1016/j.tate.2016.10.011

[41] Kutsyuruba, B., Godden, L., & Bosica, J. (2019). The impact of mentoring on the Canadian early career teachers' well-being. International Journal of Mentoring & Coaching in Education, 8(4), 285–309. https://doi.org/10.1108/IJMCE-02-2019-0035 | DOI 10.1108/ijmce-02-2019-0035

[42] Laing, A. F. (2020). Decolonising pedagogies in undergraduate geography: Student perspectives on a decolonial movements module. Journal of Geography in Higher Education, 45, 1–19. https://doi.org/10.1080/03098265.2020.1815180 | DOI 10.1080/03098265.2020.1815180

[43] Le Cornu, R. (2005). Peer mentoring: engaging pre-service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13, 355–366. https://doi.org/10.1080/13611260500105592 | DOI 10.1080/13611260500105592

[44] Lindqvist, P., & Nordänger, U. K. (2016). Already elsewhere-A study of (skilled) teachers choice to leave teaching. Teaching and Teacher Education, 54, 88–97. https://doi.org/10.1016/j.tate.2015.11.010 | DOI 10.1016/j.tate.2015.11.010

[45] Ma, X., Xin, C., & Du, J. (2018). A peer coaching-based professional development approach to improving the learning participation and learning design skills of in-service teachers. Journal of Educational Technology Development and Exchange, (2), 291–304. https://www.jstor.org/stable/26388408

[46] MacNeil, M. S., & Evans, M. (2005). The pedagogy of caring in nursing education. International Journal for Human Caring, 9(4), 45–51. https://doi.org/10.20467/1091-5710.9.4.45. | DOI 10.20467/1091-5710.9.4.45

[47] Marcelo, C., Gallego, C., Murillo, P., & Marcelo, P. (2018). Aprender a acompañar: Análisis de diarios reflexivos de mentores en un programa de inducción. Profesorado, Revista de Currículum y Formación del Profesorado, 22(1), 477–496. https://doi.org/10.30827/profesorado.v22i1.9937. | DOI 10.30827/profesorado.v22i1.9937

[48] Maurer, T. (2022). Leveraging SoTL to improve teaching and learning during the COVID-19 pandemic. International Journal for the Scholarship of Teaching and Learning, 16(1), 3. https://doi.org/10.20429/ijsotl.2022.160103 | DOI 10.20429/ijsotl.2022.160103

[49] Mehrotra, G. R. (2021). Centering a pedagogy of care in the pandemic. Qualitative Social Work: Research and Practice, 20 (1/2), 537–543. https://doi.org/10.1177/1473325020981079 | DOI 10.1177/1473325020981079

[50] Mendenhall, M., Gomez, S., Varni, E., & Guven, O. (2019). Teachers in forced displacement contexts: Persistent challenges and promising practices in teacher supply, quality, and wellbeing. Journal on Education in Emergencies, 5(1), 123–132. | DOI 10.33682/98cy-cb43

[51] MINEDUC. (2016). Ley Nº 20.903 Crea el sistema de desarrollo profesional docente y modifica otras normas. Biblioteca del Congreso Nacional de Chile.

[52] Orrego-Tapia, V. (2023). Rotación y deserción docente en Chile: ¿Por qué es importante y cómo prevenirla y/o mitigarla?. Revista de estudios y experiencias en educación, 22(50), 267–281. https://doi.org/10.21703/rexe.v22i50.1395 | DOI 10.21703/rexe.v22i50.1395

[53] Patterson, C. A. (2024). Mentoring programs: Characteristics within HRD and higher education contexts. Advances in Developing Human Resources, 26(1), 56–66. https://doi.org/10.1177/15234223231213993 | DOI 10.1177/15234223231213993

[54] Perry, E., & Booth, J. (2021). The practices of professional development facilitators. Professional Development in Education, 50(1), 144–156. https://doi.org/10.1080/19415257.2021.1973073 | DOI 10.1080/19415257.2021.1973073

[55] Quiroz-Martínez, D., & Rushton, E. (2024). Exploring strategies to sustain teacher agency in the context of 'hyper-accountability': Reflections from ten experienced chemistry school teachers in Chile. Teaching and Teacher Education, 152, 104787. https://doi.org/10.1016/j.tate.2024.104787 | DOI 10.1016/j.tate.2024.104787

[56] Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., & Baumert, J. (2011). Soziale Unterstützung beim Berufseinstieg ins Lehramt [Social support at career entry for teachers]. Zeitschrift Für Erziehungswissenschaft, 14(1), 35–59. https://doi.org/10.1007/s11618-011-0173-8 | DOI 10.1007/s11618-011-0173-8

[57] Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1–11. https://doi.org/10.1016/j.tate.2017.03.016 | DOI 10.1016/j.tate.2017.03.016

[58] Segal, A., Lefstein, A., & Vedder-Weiss, D. (2018). Appropriating protocols for the regulation of teacher professional conversations. Teaching and Teacher Education, 70(2), 215–226. https://doi.org/10.1016/j.tate.2017.11.018 | DOI 10.1016/j.tate.2017.11.018

[59] Távara, G., Brinton Lykes, M., & Crosby, A. (2018). Standing in between: The healing praxis of Mayan women intermediaries in post-genocide Guatemala. Women & Therapy, 41(1/2), 30–51. https://doi.org/10.1080/02703149.2017.1323477 | DOI 10.1080/02703149.2017.1323477

[60] Tolbert, S., Spurgin, C. T., & Ash, D. B. (2024). Praxis crisis and the trouble with science teacher education for emergent bilingual learners. Science Education, 108(2), 412–442. https://doi.org/10.1002/sce.21838 | DOI 10.1002/sce.21838

[61] Torres-Olave, B., & Bravo, P. (2021). Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities. Cultural Studies of Science Education, 16(4), 1047–1067. https://doi.org/10.1007/s11422-021-10042-y | DOI 10.1007/s11422-021-10042-y

[62] Torres-Olave, B., Avraamidou, L., & Moura, C. (2025). Critical imagination for transformative agency: Pedagogies for science teacher education. Science Education, 1–15. https://doi.org/10.1002/sce.21970 | DOI 10.1002/sce.21970

[63] Tuyan, S. E. (2023). Dialogic research mentoring in pre-service teacher education. International Journal of Mentoring and Coaching in Education, 12(3), 267–283. https://doi.org/10.1108/IJMCE-12-2021-0110 | DOI 10.1108/ijmce-12-2021-0110

[64] Tynjälä, P., Pennanen, M., Markkanen, I., & Heikkinen, H. L. T. (2021). Finnish model of peergroup mentoring: Review of research. Annals of the New York Academy of Sciences, 1483(1), 208–223. https://doi.org/10.1111/nyas.14296 | DOI 10.1111/nyas.14296

[65] UNESCO. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. https://www.unesco.org/en/articles/global-report-teachers-addressing-teachershortages-and-transforming-profession

[66] Valenzuela, J., & Sevilla, A. (2013). La movilidad de los nuevos profesores chilenos: Los años que vivimos en peligro. Centro de Investigación Avanzada en Educación de la Universidad de Chile. | DOI 10.7764/pel.48.1.2011.3

[67] Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Left Coast Press.

[68] Vanegas-Ortega, C., Rojas-Avilez, L., Herrera-Seda, C., & Fuentealba, R. (2023). Formación inicial docente y profesores principiantes: Un proceso de continuidad y ruptura al que sólo algunos sobreviven y se adaptan. In G. Barreto & M. M. Jimenez (Eds.), Formación e inserción profesional docente en contexto: debates entre Brasil y Colombia. Paco Editorial.

[69] Watkins, M. (2015). Psychosocial accompaniment. Journal of Social and Political Psychology, 3(1), 324–341. https://doi.org/10.5964/jspp.v3i1.103 | DOI 10.5964/jspp.v3i1.103

[70] Watkins, M. (2019). Mutual accompaniment and the creation of the commons. Yale University Press.

[71] Wessells, M. G. (2021). Promoting voice and agency among forcibly displaced children and adolescents: Participatory approaches to practice in conflict-affected settings. Journal on Migration and Human Security, 9(3), 139–153. https://doi.org/10.1177/23315024211036014 | DOI 10.1177/23315024211036014

[72] Zamora Poblete, G., Meza Pardo, M., & Cox Vial, P. (2018). Profesores principiantes de educación secundaria en Chile. Pese a las dificultades, ¿que los hace permanecer como docentes? Perfiles Educativos, 40(160), 29–46. https://doi.org/10.22201/iisue.24486167e.2018.160.58607 | DOI 10.22201/iisue.24486167e.2018.160.58607