Professional insertion and mentoring for beginner teachers in basic education in the Dominican Republic, Colombia and Mexico

Abstract

The intention of this article, product of a documentary research, is to describe the models of professional insertion and mentoring aimed at beginning teachers in the Dominican Republic, Colombia and Mexico. The text is divided into four sections: the first two locate this stage within the framework of professional teacher development and specify its characteristics; in the third one, the teaching insertion models of each mentioned country are described, considering their participants, purposes, basic characteristics, results of their implementation, in case there are any, and virtual resources -web sites- used in each process. In the fourth, and last section, some final comments are raised in the light of the comparison and analysis of the foregoing.