EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS

Detalhes bibliográficos
Autor(a) principal: Carvalho, Brenda Karla Reis de
Data de Publicação: 2023
Outros Autores: Reali, Aline Maria de Medeiros Rodrigues
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista da FAEEBA (Online)
Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/16426
Resumo: This study aims to  analyze the knowledge base about mentoring and professional development of mentors, from the perspective of educators of a Hybrid Mentoring Program (HMP). We developed exploratory research supported by the qualitative approach. The analyzed data come from narratives of three educators, also known as  tutors/TT3, who acted as mentors' trainers in the HMP. The analytical process was inspired by the techniques of content analysis. The written narratives revealed some knowledge base for mentoring constitutive elements: the writing of formative and reflective feedbacks; development of sensitive and empathetic listening; knowledge about the formative demands of mentors; reflections on how to help mentors build autonomy; knowledge about the importance of reflection and about how to promote reflective processes; as well as about the power of narrative writing in the training/research of/with teachers.
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spelling EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORSAPRENDIZAJES DE LOS TUTORES DE UN PROGRAMA HÍBRIDO DE MENTORÍA SOBRE LOS PROCESOS DE ASESORAMIENTO Y DESARROLLO PROFESIONAL DE LOS MENTORESAprendizagens de Tutoras Sobre os Processos de Assessoramento e Desenvolvimento Profissional de MentorasTeacher EducatorProfessional LearningKnowledge BaseFormador de profesoresAprendizaje profesionalBase de conocimientosFormador de docentesAprendizagem profissionalBase de conhecimentoThis study aims to  analyze the knowledge base about mentoring and professional development of mentors, from the perspective of educators of a Hybrid Mentoring Program (HMP). We developed exploratory research supported by the qualitative approach. The analyzed data come from narratives of three educators, also known as  tutors/TT3, who acted as mentors' trainers in the HMP. The analytical process was inspired by the techniques of content analysis. The written narratives revealed some knowledge base for mentoring constitutive elements: the writing of formative and reflective feedbacks; development of sensitive and empathetic listening; knowledge about the formative demands of mentors; reflections on how to help mentors build autonomy; knowledge about the importance of reflection and about how to promote reflective processes; as well as about the power of narrative writing in the training/research of/with teachers.El objetivo de este estudio fue analizar el conocimiento construido sobre la tutoría y el desarrollo profesional de los mentores, desde la perspectiva de los tutores de un Programa Híbrido de Mentoría (PHM). La investigación desarrollada es de tipo exploratorio con un enfoque cualitativo. Los datos analizados proceden de las narraciones de tres tutores/TT3 que actuaron como formadores de mentores en el PHM. El proceso analítico se inspiró en las técnicas del análisis de contenido. El estudio de las narrativas escritas reveló algunos elementos constitutivos de la base de conocimientos para la tutoría: la escritura de feedbacks formativos y reflexivos; el desarrollo de una escucha sensible y empática; el conocimiento sobre las demandas formativas de los mentores; reflexiones sobre cómo ayudar a los tutores a construir autonomía; el conocimiento sobre la importancia de la reflexión y sobre cómo promover procesos reflexivos; así como sobre el poder de la narrativa en la formación/investigación de/con profesores.O escopo deste estudo foi analisar os conhecimentos construídos sobre o acompanhamento e o desenvolvimento profissional de mentores, na perspectiva de tutoras de um Programa Híbrido de Mentoria (PHM). A pesquisa desenvolvida é do tipo exploratória de abordagem qualitativa. Os dados analisados são provenientes de narrativas de três tutoras/TT3 que atuaram como formadoras de mentores no PHM. O processo analítico foi inspirado nas técnicas da análise de conteúdo. O estudo das narrativas escritas revelou alguns elementos constitutivos da base de conhecimentos para tutoria: a escrita de feedbacks formativos e reflexivos; desenvolvimento de uma escuta sensível e empática; conhecimento acerca das demandas formativas das mentoras; reflexões sobre como ajudar as mentoras a construir autonomia; conhecimento sobre a importância da reflexão e acerca de como promover processos reflexivos; bem como sobre o poder da escrita de narrativas na formação/investigação de/com professores. UNEB2023-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos Paresapplication/pdfapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1642610.21879/faeeba2358-0194.2023.v32.n71.p92-104Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 71 (2023): Educação e Aprendizagem da Docência; 92-1042358-01940104-704310.21879/faeeba2358-0194.v32.n71reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporenghttps://www.revistas.uneb.br/index.php/faeeba/article/view/16426/11936https://www.revistas.uneb.br/index.php/faeeba/article/view/16426/11952Copyright (c) 2023 Brenda Karla Reis de Carvalho, Aline Maria de Medeiros Rodrigues Realihttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCarvalho, Brenda Karla Reis deReali, Aline Maria de Medeiros Rodrigues2023-08-02T13:53:36Zoai:ojs.revistas.uneb.br:article/16426Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2023-08-02T13:53:36Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false
dc.title.none.fl_str_mv EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS
APRENDIZAJES DE LOS TUTORES DE UN PROGRAMA HÍBRIDO DE MENTORÍA SOBRE LOS PROCESOS DE ASESORAMIENTO Y DESARROLLO PROFESIONAL DE LOS MENTORES
Aprendizagens de Tutoras Sobre os Processos de Assessoramento e Desenvolvimento Profissional de Mentoras
title EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS
spellingShingle EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS
Carvalho, Brenda Karla Reis de
Teacher Educator
Professional Learning
Knowledge Base
Formador de profesores
Aprendizaje profesional
Base de conocimientos
Formador de docentes
Aprendizagem profissional
Base de conhecimento
title_short EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS
title_full EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS
title_fullStr EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS
title_full_unstemmed EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS
title_sort EDUCATORS' LEARNINGS FROM A HYBRID MENTORING PROGRAM ABOUT THE ADVISING AND PROFESSIONAL DEVELOPMENT PROCESSES OF MENTORS
author Carvalho, Brenda Karla Reis de
author_facet Carvalho, Brenda Karla Reis de
Reali, Aline Maria de Medeiros Rodrigues
author_role author
author2 Reali, Aline Maria de Medeiros Rodrigues
author2_role author
dc.contributor.author.fl_str_mv Carvalho, Brenda Karla Reis de
Reali, Aline Maria de Medeiros Rodrigues
dc.subject.por.fl_str_mv Teacher Educator
Professional Learning
Knowledge Base
Formador de profesores
Aprendizaje profesional
Base de conocimientos
Formador de docentes
Aprendizagem profissional
Base de conhecimento
topic Teacher Educator
Professional Learning
Knowledge Base
Formador de profesores
Aprendizaje profesional
Base de conocimientos
Formador de docentes
Aprendizagem profissional
Base de conhecimento
description This study aims to  analyze the knowledge base about mentoring and professional development of mentors, from the perspective of educators of a Hybrid Mentoring Program (HMP). We developed exploratory research supported by the qualitative approach. The analyzed data come from narratives of three educators, also known as  tutors/TT3, who acted as mentors' trainers in the HMP. The analytical process was inspired by the techniques of content analysis. The written narratives revealed some knowledge base for mentoring constitutive elements: the writing of formative and reflective feedbacks; development of sensitive and empathetic listening; knowledge about the formative demands of mentors; reflections on how to help mentors build autonomy; knowledge about the importance of reflection and about how to promote reflective processes; as well as about the power of narrative writing in the training/research of/with teachers.
publishDate 2023
dc.date.none.fl_str_mv 2023-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/16426
10.21879/faeeba2358-0194.2023.v32.n71.p92-104
url https://www.revistas.uneb.br/index.php/faeeba/article/view/16426
identifier_str_mv 10.21879/faeeba2358-0194.2023.v32.n71.p92-104
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/16426/11936
https://www.revistas.uneb.br/index.php/faeeba/article/view/16426/11952
dc.rights.driver.fl_str_mv Copyright (c) 2023 Brenda Karla Reis de Carvalho, Aline Maria de Medeiros Rodrigues Reali
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Brenda Karla Reis de Carvalho, Aline Maria de Medeiros Rodrigues Reali
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv UNEB
publisher.none.fl_str_mv UNEB
dc.source.none.fl_str_mv Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 71 (2023): Educação e Aprendizagem da Docência; 92-104
2358-0194
0104-7043
10.21879/faeeba2358-0194.v32.n71
reponame:Revista da FAEEBA (Online)
instname:Universidade do Estado da Bahia (UNEB)
instacron:UNEB
instname_str Universidade do Estado da Bahia (UNEB)
instacron_str UNEB
institution UNEB
reponame_str Revista da FAEEBA (Online)
collection Revista da FAEEBA (Online)
repository.name.fl_str_mv Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)
repository.mail.fl_str_mv revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br
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