B-learning para inducción del profesorado principiante. El caso del programa INDUCTIO en la República Dominicana

In this article we describe the case of an induction programme for novice teachers in which digital resources (b-learning) with different objectives are used intensively: creating communities of learning, reflection and analysis of practice, communication, and as a result, contributing to professional development. The program that we describe is called INDUCTIO (programme for induction of novice teachers in the Dominican Republic). INDUCTIO is based on a constructivist and conectivist vision of teacher induction. Besides, we assume the principles of self-regulated learning and teacher professional development based on evidence. Consistent with this view, the program raises a wide range of learning experiences that can facilitate an inclusion of quality in beginning teachers. In the program, there are 363 beginning teachers and 45 mentors participating actively. The program provides technological tools for the support of the induction process: reflective journal, plans of improvement, forums, online platform of content, portal of educational resources, circles of learning, etc.