Aprendendo a ser professor: contribuições da Rede de Aprendizagem da Docência (ReAD)

• Autor(a) principal: Batista, Miriam Lucia Martins
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/10030
• topic: Professor iniciante; Professor experiente; Aprendizagem da docência; Diálogo intergeracional; Rede de aprendizagem; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The objective of this research has been to investigate how ReAD (Teaching and Learning Development Net) contributed for the overcoming and operation of difficulties beginner teachers who participated the first offer of this learning net (2016) had. With its hybrid character, the net integrated experienced and novice (with less than five years of experience) teachers as well as graduating students from college courses of Pedagogy. The READ goal was to foment the exchange and interaction among the participants and discussing issues related to teaching and difficulties faced by novice teachers at the beginning of one’s career. The theoretical reference was lined in literature about both novice and experienced teachers and the apprenticeship of teaching. The data was collected through three main instruments, the activities produced during ReAD’s development, an online quiz, which had as respondents’ five teachers, and an online interview that used four beginner teachers who completed all the proposed activities. The results show the struggles in the beginning of a teacher’s career and the lack of support those professionals face, besides the limitations of the initial teacher education. The results also show the importance of the integration of professionals in different steps of their career through a learning net, in order to share experiences and enhance knowledge regarding the teaching career.