Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/18804 |
Resumo: | This doctoral thesis aims to analyze and comprehend the reflective processes and autonomy in the teaching learning of early-career teachers participating in the Hybrid Mentoring Program (PHM). The PHM was a research intervention that had the financial support of FAPESP and was developed from a constructive-collaborative perspective, combining both in-person and distance activities within a virtual learning environment (VLE) on the Moodle platform, through the UFSCar Professors Portal. In PHM, mentors (experienced teachers with over 10 years of experience) helped beginning teachers (with up to five years of experience) in their professional development. The methodology employed is qualitative and relies on descriptive and interpretative analysis of the narratives from novice teachers and mentors, both individual productions and the record of interactions in the PHM that constituted the data source. The results reveal that the Program has made significant contributions to the professional development of the participants. It was verified that the partnership established between novice teachers and mentors provided the teachers with help in situations of coping with the difficulties present in the school context and, by being inserted in reflective processes, they were able to rethink their own practices in a collaborative way, a fundamental factor in becoming an autonomous professional. The importance of programs like this was perceived as a subsidy for the elaboration of public policies that can contribute to the professional development of teachers throughout their careers. The narratives as a process of investigation and reflection proved to be important means to understand the contributions of the Hybrid Mentoring Program in building the autonomy of teachers at the beginning of their careers, the reflection on the practices of those involved in a context of social transformations and in the education system itself, as well as contributing to research in the field of teacher education. |
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Machado, Micheli FernandaAnunciato, Rosa Maria Moraeshttp://lattes.cnpq.br/3064136997342775https://lattes.cnpq.br/6043276985613024https://orcid.org/my-orcid?orcid=0000-0003-3276-7225https://orcid.org/0000-0003-1478-411X103c09e3-62b7-4a37-9a48-62ae049669932023-10-23T14:40:06Z2023-10-23T14:40:06Z2023-08-10MACHADO, Micheli Fernanda. Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18804.https://repositorio.ufscar.br/handle/ufscar/18804This doctoral thesis aims to analyze and comprehend the reflective processes and autonomy in the teaching learning of early-career teachers participating in the Hybrid Mentoring Program (PHM). The PHM was a research intervention that had the financial support of FAPESP and was developed from a constructive-collaborative perspective, combining both in-person and distance activities within a virtual learning environment (VLE) on the Moodle platform, through the UFSCar Professors Portal. In PHM, mentors (experienced teachers with over 10 years of experience) helped beginning teachers (with up to five years of experience) in their professional development. The methodology employed is qualitative and relies on descriptive and interpretative analysis of the narratives from novice teachers and mentors, both individual productions and the record of interactions in the PHM that constituted the data source. The results reveal that the Program has made significant contributions to the professional development of the participants. It was verified that the partnership established between novice teachers and mentors provided the teachers with help in situations of coping with the difficulties present in the school context and, by being inserted in reflective processes, they were able to rethink their own practices in a collaborative way, a fundamental factor in becoming an autonomous professional. The importance of programs like this was perceived as a subsidy for the elaboration of public policies that can contribute to the professional development of teachers throughout their careers. The narratives as a process of investigation and reflection proved to be important means to understand the contributions of the Hybrid Mentoring Program in building the autonomy of teachers at the beginning of their careers, the reflection on the practices of those involved in a context of social transformations and in the education system itself, as well as contributing to research in the field of teacher education.Este trabalho de doutorado visa analisar e compreender os processos reflexivos e a autonomia na aprendizagem da docência de professoras em início de carreira participantes do Programa Híbrido de Mentoria (PHM). O PHM foi uma pesquisa-intervenção que contou com o apoio financeiro da FAPESP e foi desenvolvido numa perspectiva construtivo-colaborativa, de caráter híbrido, articulando atividades presenciais e à distância, em um ambiente virtual de aprendizagem (AVA) na Plataforma Moodle, via Portal dos Professores da UFSCar. No PHM as mentoras (professoras experientes com mais de 10 anos de experiência) auxiliavam professoras iniciantes (com até cinco anos de experiência) a se desenvolverem profissionalmente. A metodologia utilizada é de cunho qualitativo e apoia-se na análise descritiva e interpretativa das narrativas de professoras iniciantes e das mentoras, por isso tanto as produções individuais quanto os registros das interações entre elas no PHM se constituíram como fonte de dados. As participantes do estudo foram duas professoras em início de carreira em parceria com suas mentoras. Os resultados revelam que o Programa trouxe importantes contribuições para aprendizagem da docência das participantes. Verificou-se que a parceria estabelecida entre professoras iniciantes e mentoras, proporcionou às docentes auxílio em situações de enfrentamento das dificuldades presentes no contexto escolar e, ao estarem inseridas em processos reflexivos, puderam repensar a própria prática de maneira colaborativa, fator fundamental para tornar-se uma profissional autônoma. Percebeu-se a importância de programas como este como subsídio para a elaboração de políticas públicas que possam contribuir para o desenvolvimento profissional dos docentes ao longo de sua carreira. As narrativas, como processo de investigação e reflexão, mostraram-se meios importantes para compreender as contribuições do PHM na construção da autonomia de professores em início de carreira, da reflexão sobre a práticas dos envolvidos, diante de um contexto de transformações sociais e do próprio sistema escolar, bem como contribuir com as pesquisas na área de formação de professores.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessTeacher trainingBeginning teachersHybrid mentoring programReflectionAutonomyTeaching LearningFormação de professoresProfessores iniciantesPrograma híbrido de mentoriaAprendizagem da docênciaReflexãoAutonomiaCIENCIAS HUMANAS::EDUCACAOAprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomiaTeaching learning for beginning teachers in a mentoring program: reflective processes and autonomyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6006009950d0c5-4e29-4a88-85b2-522a9c257189reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTESE Micheli Fernanda Machado final.pdfTESE Micheli Fernanda Machado final.pdfTese de Doutoradoapplication/pdf2772074https://repositorio.ufscar.br/bitstream/ufscar/18804/1/TESE%20Micheli%20Fernanda%20Machado%20final.pdf3bc00c1820c78e9c382ae38091691affMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8810https://repositorio.ufscar.br/bitstream/ufscar/18804/2/license_rdff337d95da1fce0a22c77480e5e9a7aecMD52TEXTTESE Micheli Fernanda Machado final.pdf.txtTESE Micheli Fernanda Machado final.pdf.txtExtracted texttext/plain517553https://repositorio.ufscar.br/bitstream/ufscar/18804/3/TESE%20Micheli%20Fernanda%20Machado%20final.pdf.txt3d5b488fd019a7f8b56eac6f636f17d7MD53ufscar/188042024-05-14 17:18:23.627oai:repositorio.ufscar.br:ufscar/18804Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222024-05-14T17:18:23Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia |
dc.title.alternative.eng.fl_str_mv |
Teaching learning for beginning teachers in a mentoring program: reflective processes and autonomy |
title |
Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia |
spellingShingle |
Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia Machado, Micheli Fernanda Teacher training Beginning teachers Hybrid mentoring program Reflection Autonomy Teaching Learning Formação de professores Professores iniciantes Programa híbrido de mentoria Aprendizagem da docência Reflexão Autonomia CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia |
title_full |
Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia |
title_fullStr |
Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia |
title_full_unstemmed |
Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia |
title_sort |
Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia |
author |
Machado, Micheli Fernanda |
author_facet |
Machado, Micheli Fernanda |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
https://lattes.cnpq.br/6043276985613024 |
dc.contributor.authororcid.por.fl_str_mv |
https://orcid.org/my-orcid?orcid=0000-0003-3276-7225 |
dc.contributor.advisor1orcid.por.fl_str_mv |
https://orcid.org/0000-0003-1478-411X |
dc.contributor.author.fl_str_mv |
Machado, Micheli Fernanda |
dc.contributor.advisor1.fl_str_mv |
Anunciato, Rosa Maria Moraes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3064136997342775 |
dc.contributor.authorID.fl_str_mv |
103c09e3-62b7-4a37-9a48-62ae04966993 |
contributor_str_mv |
Anunciato, Rosa Maria Moraes |
dc.subject.eng.fl_str_mv |
Teacher training Beginning teachers Hybrid mentoring program Reflection Autonomy |
topic |
Teacher training Beginning teachers Hybrid mentoring program Reflection Autonomy Teaching Learning Formação de professores Professores iniciantes Programa híbrido de mentoria Aprendizagem da docência Reflexão Autonomia CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Teaching Learning Formação de professores Professores iniciantes Programa híbrido de mentoria Aprendizagem da docência Reflexão Autonomia |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This doctoral thesis aims to analyze and comprehend the reflective processes and autonomy in the teaching learning of early-career teachers participating in the Hybrid Mentoring Program (PHM). The PHM was a research intervention that had the financial support of FAPESP and was developed from a constructive-collaborative perspective, combining both in-person and distance activities within a virtual learning environment (VLE) on the Moodle platform, through the UFSCar Professors Portal. In PHM, mentors (experienced teachers with over 10 years of experience) helped beginning teachers (with up to five years of experience) in their professional development. The methodology employed is qualitative and relies on descriptive and interpretative analysis of the narratives from novice teachers and mentors, both individual productions and the record of interactions in the PHM that constituted the data source. The results reveal that the Program has made significant contributions to the professional development of the participants. It was verified that the partnership established between novice teachers and mentors provided the teachers with help in situations of coping with the difficulties present in the school context and, by being inserted in reflective processes, they were able to rethink their own practices in a collaborative way, a fundamental factor in becoming an autonomous professional. The importance of programs like this was perceived as a subsidy for the elaboration of public policies that can contribute to the professional development of teachers throughout their careers. The narratives as a process of investigation and reflection proved to be important means to understand the contributions of the Hybrid Mentoring Program in building the autonomy of teachers at the beginning of their careers, the reflection on the practices of those involved in a context of social transformations and in the education system itself, as well as contributing to research in the field of teacher education. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-10-23T14:40:06Z |
dc.date.available.fl_str_mv |
2023-10-23T14:40:06Z |
dc.date.issued.fl_str_mv |
2023-08-10 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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MACHADO, Micheli Fernanda. Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18804. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/18804 |
identifier_str_mv |
MACHADO, Micheli Fernanda. Aprendizagem da docência de professoras iniciantes em um programa de mentoria: processos reflexivos e autonomia. 2023. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18804. |
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https://repositorio.ufscar.br/handle/ufscar/18804 |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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