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

This study explores accompaniment interactions that support the construction of professional learning for those who receive accompaniment and those who provide it. The research was conducted within the framework of a teacher induction accompaniment program, which involved 72 beginning teachers between 2023 and 2024, along with eight accompaniment facilitators from diverse sociocultural backgrounds, varying in age, educational trajectories, and institutional affiliations. Through a thematic analysis of letters, video recordings of meetings, and workshop sessions, the findings suggest that, given the complexity of the teacher induction experience, engaging in accompaniment that is grounded in a pedagogy of care — characterized by the disruption of hierarchies and the use of meaningful materialities — fosters an awareness of embodied learning. This learning emerges from the personal and professional dimensions of our histories, enabling us to recognize, resignify, and care for ourselves and others. With this article, we aim to contribute to the ongoing dialogue on the importance of exploring and developing alternative pedagogies and methodologies rooted in epistemologies that invite us to rethink how we relate to one another through an ethic of care in the work of accompanying others on their path into the teaching profession.

Investigación IESED