Programa híbrido de mentoria: contribuições para a aprendizagem da docência de professoras iniciantes

• Ano de defesa: 2021
• Autor(a) principal: Cesário, Priscila Menarin
• Orientador(a): Anunciato, Rosa Maria Moraes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Aprendizagem da docência; Desenvolvimento profissional docente; Professor iniciante; Indução à docência; Necessidades formativas; Programa híbrido de mentoria
• Palavras-chave em Inglês: Learning of teaching; Professional development of teaching; Beginning teacher; Induction to teaching; Training needs; Hybrid mentoring program
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/14989

The investigation aimed to analyze the learning about teaching constructed by two beginning teachers through dialogue with mentor teachers during their follow-up in their participation in the Hybrid Mentoring Program (PHM). The PHM is a teaching induction program, which aims to provide follow-up and support at the beginning of teaching. In mentoring, an experienced teacher (with more than 10 years of professional experience) accompanies beginning teachers (with a maximum of five years of teaching experience) helping them to develop professional skills at different levels of education: Kindergarten, Early Years of Elementary School and Youth and Adult Education. The theoretical references involved the period of professional insertion, the dilemmas experienced by teachers at the beginning of their careers and the training demands; the professional development of teaching, in the perspective that teacher training takes place in a continuous process and that there are different sources of teaching learning; the construction of the knowledge base for teaching and mentoring programs as possibilities to support beginning teachers, favoring their professional development in teaching and their permanence in their career. The research is a collective instrumental case study of a qualitative nature with descriptive interpretive analysis of digital narratives produced through the dialogue between two beginning teachers and their respective mentors over a period of approximately two years. The results reveal demands that are characteristic of the initial period of the teaching career and that are related to the construction of a knowledge base for teaching, the lack of support for beginners in the school and the teaching network, working conditions and the devaluation of the teaching profession. It was noticed that, through mentoring actions planned and monitored by the mentors during the Program, the beginning teachers built professional knowledge about teaching related to Teaching and Being a Teacher, and such learning revealed that mentoring programs constitute a promising pedagogical tool to support teacher professional development of beginning teachers.