Professional learning community: tensions in mentors professional development processes
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/14500 |
Resumo: | Based on a constructive-collaborative model of teacher-researchers interaction, we sought to identify and understand the tensions experienced by experienced elementary schoolteachers acting as online mentors of primary novice teachers. The study is theoretically grounded on teaching learning and professional development literature. As research data it was considered the narratives contained in the virtual communication between mentors and novice teachers over a period of four years, as well as the records of interactions between mentors and researchers at weekly meetings. The tensions experienced by mentors were identified and analyzed considering their doubts, disagreements and resistances. In this paper we focus on mentors identity construction processes as teacher educators; the development of a specific knowledge base; the development of online activities of the mentoring program; the domain of mentors´expertise specific and pedagogical content knowledge- and their previous experience as a teacher educators. |
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Professional learning community: tensions in mentors professional development processesComunidad de aprendizaje profesional: tensiones en los procesos de desarrollo profesional de mentorasComunidade de aprendizagem profissional: tensões nos processos de desenvolvimento profissional de mentorasOnline Mentoring Program. Professional learning community. Mentors. Teacher educators. Teaching professional development.Programa de Mentoría en línea (E-mentoría). Comunidad de Aprendizaje Profesional. Mentores. Formadores. Desarrollo Profesional.Programa de Mentoria Online. Comunidade de aprendizagem profissional. Mentores. Formadores. Desenvolvimento profissional da docência.Based on a constructive-collaborative model of teacher-researchers interaction, we sought to identify and understand the tensions experienced by experienced elementary schoolteachers acting as online mentors of primary novice teachers. The study is theoretically grounded on teaching learning and professional development literature. As research data it was considered the narratives contained in the virtual communication between mentors and novice teachers over a period of four years, as well as the records of interactions between mentors and researchers at weekly meetings. The tensions experienced by mentors were identified and analyzed considering their doubts, disagreements and resistances. In this paper we focus on mentors identity construction processes as teacher educators; the development of a specific knowledge base; the development of online activities of the mentoring program; the domain of mentors´expertise specific and pedagogical content knowledge- and their previous experience as a teacher educators.Mediante una investigación, basada en un modelo constructivo-colaborativo de interacción investigadoresprofesores, se buscó identificar y comprender las tensiones vividas por formadoras (profesoras expertas) al actuaren como mentoras en línea de profesoras principiantes de los años iniciales de la educación fundamental a partir de su participación en una comunidad de aprendizaje profesional. Por tanto, fueron consideradas correspondencias virtuales entre mentoras y las profesoras principiantes que acompañaban por internet y los diálogos de mentoras e investigadoras en encuentros semanales. El proceso de constitución de esa comunidad fue largo y exigió una base de confianza bien establecida entre sus miembros. Se evidenciaron tensiones a partir de dudas, divergencias, desacuerdos y resistencias manifestadas por las mentoras y relacionadas a aspectos como: configuración de su identidad de formadoras; base de conocimiento para actuar como mentora; desarrollo de las actividades en línea del programa; dominio de conocimientos específicos; experiencia previa como formadora.Por meio de uma pesquisa, pautada num modelo construtivo-colaborativo de interação pesquisadoras-professores, buscou-se identificar e compreender as tensões vivenciadas por formadoras (professoras experientes) ao atuarem como mentoras on-line de professoras iniciantes dos primeiros anos do ensino fundamental. O estudo fundamentase, teoricamente, sobre aprendizagem e desenvolvimento profissional da docência. Foram consideradas como dados de pesquisa as narrativas contidas nas correspondências virtuais entre mentoras e professoras iniciantes durante um período de quatro anos, bem como os registros das interações entre mentoras e pesquisadoras em encontros semanais. As tensões vivenciadas pelas mentoras foram identificadas e analisadas a partir de dúvidas, divergências, desacordos e resistências. Os focos considerados foram: configuração da identidade de mentoras como sendo a de formadoras; construção de uma base específica de conhecimento; desenvolvimento de atividades on-line do programa; domínio de conhecimentos específicos; experiência prévia como formadoras.Editora da PUCRS - ediPUCRS2016-07-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/1450010.15448/1981-2582.2016.1.14500Educação; Vol. 39 No. 1 (2016): Dossier - Time of changes; 121-132Educação; Vol. 39 Núm. 1 (2016): Tiempo de cambios; 121-132Educação; v. 39 n. 1 (2016): Tempo de mudanças; 121-1321981-25820101-465X10.15448/1981-2582.2016.1reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/14500/14583Reali, Aline de Medeiros RodriguesTancredi, Regina Maria Simões PuccinelliMizukami, Maria da Graça Nicolettiinfo:eu-repo/semantics/openAccess2018-06-28T17:36:34Zoai:ojs.revistaseletronicas.pucrs.br:article/14500Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2018-06-28T17:36:34Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Professional learning community: tensions in mentors professional development processes Comunidad de aprendizaje profesional: tensiones en los procesos de desarrollo profesional de mentoras Comunidade de aprendizagem profissional: tensões nos processos de desenvolvimento profissional de mentoras |
title |
Professional learning community: tensions in mentors professional development processes |
spellingShingle |
Professional learning community: tensions in mentors professional development processes Reali, Aline de Medeiros Rodrigues Online Mentoring Program. Professional learning community. Mentors. Teacher educators. Teaching professional development. Programa de Mentoría en línea (E-mentoría). Comunidad de Aprendizaje Profesional. Mentores. Formadores. Desarrollo Profesional. Programa de Mentoria Online. Comunidade de aprendizagem profissional. Mentores. Formadores. Desenvolvimento profissional da docência. |
title_short |
Professional learning community: tensions in mentors professional development processes |
title_full |
Professional learning community: tensions in mentors professional development processes |
title_fullStr |
Professional learning community: tensions in mentors professional development processes |
title_full_unstemmed |
Professional learning community: tensions in mentors professional development processes |
title_sort |
Professional learning community: tensions in mentors professional development processes |
author |
Reali, Aline de Medeiros Rodrigues |
author_facet |
Reali, Aline de Medeiros Rodrigues Tancredi, Regina Maria Simões Puccinelli Mizukami, Maria da Graça Nicoletti |
author_role |
author |
author2 |
Tancredi, Regina Maria Simões Puccinelli Mizukami, Maria da Graça Nicoletti |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Reali, Aline de Medeiros Rodrigues Tancredi, Regina Maria Simões Puccinelli Mizukami, Maria da Graça Nicoletti |
dc.subject.por.fl_str_mv |
Online Mentoring Program. Professional learning community. Mentors. Teacher educators. Teaching professional development. Programa de Mentoría en línea (E-mentoría). Comunidad de Aprendizaje Profesional. Mentores. Formadores. Desarrollo Profesional. Programa de Mentoria Online. Comunidade de aprendizagem profissional. Mentores. Formadores. Desenvolvimento profissional da docência. |
topic |
Online Mentoring Program. Professional learning community. Mentors. Teacher educators. Teaching professional development. Programa de Mentoría en línea (E-mentoría). Comunidad de Aprendizaje Profesional. Mentores. Formadores. Desarrollo Profesional. Programa de Mentoria Online. Comunidade de aprendizagem profissional. Mentores. Formadores. Desenvolvimento profissional da docência. |
description |
Based on a constructive-collaborative model of teacher-researchers interaction, we sought to identify and understand the tensions experienced by experienced elementary schoolteachers acting as online mentors of primary novice teachers. The study is theoretically grounded on teaching learning and professional development literature. As research data it was considered the narratives contained in the virtual communication between mentors and novice teachers over a period of four years, as well as the records of interactions between mentors and researchers at weekly meetings. The tensions experienced by mentors were identified and analyzed considering their doubts, disagreements and resistances. In this paper we focus on mentors identity construction processes as teacher educators; the development of a specific knowledge base; the development of online activities of the mentoring program; the domain of mentors´expertise specific and pedagogical content knowledge- and their previous experience as a teacher educators. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-07-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/14500 10.15448/1981-2582.2016.1.14500 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/14500 |
identifier_str_mv |
10.15448/1981-2582.2016.1.14500 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/14500/14583 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Educação; Vol. 39 No. 1 (2016): Dossier - Time of changes; 121-132 Educação; Vol. 39 Núm. 1 (2016): Tiempo de cambios; 121-132 Educação; v. 39 n. 1 (2016): Tempo de mudanças; 121-132 1981-2582 0101-465X 10.15448/1981-2582.2016.1 reponame:Educação instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Educação |
collection |
Educação |
repository.name.fl_str_mv |
Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br||reveduc@pucrs.br |
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1799128744097480704 |