Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/16978 |
Resumo: | The research, qualitative in nature, is a case study, whose overall objective was to identify and analyze the processes of becoming a mentor of an experienced teacher who was a participant in a hybrid mentoring program. To do so, it was necessary to undertake an investigation project that culminated in the following research question: How were the processes of becoming a mentor of an experienced teacher who participated in a hybrid mentoring program constructed/constituted? To try to answer the question, three specific objectives were constructed that could guide the research to understand the construction and constitution of such processes. Namely, they were: i. To identify and analyze the processes related to changes in professional identity from teacher/coordinator to mentor; ii. To identify and analyze the processes related to the construction of the knowledge base for mentoring; iii. To verify the contributions of the participation of the mentor in the HMP for her professional performance. In view of these objectives, it was essential to seek information that could provide elements that would contribute to the understanding that the research is questioned and, for this, the documents written by the participant throughout her participation in the program were used. The documents were the letter written to herself, relating the journey experienced in the Hybrid Mentoring Program (HMP), the choices made, the challenges, the tensions, the learning acquired; the Mentoring Diary, between the years 2018 and 2020, whose purpose was to record the accompaniment to the beginning teacher and propitiate the mentor to reflect on the actions of the beginning teachers (BT), as well as on her own interventions in mentoring; The Annual Reports sent to FAPESP (2018-2019; 2019-2020; 2020-2021); the Discussion Forum (2019) held with the group of mentors and researchers; the Mentoring Balances, proposed at the end of each semester and the Training Modules for mentoring. Through the reading, analysis, and interpretation of the data presented in the documents, determinant elements were identified for the discussion of the results that helped in the elaboration of four axes of analysis, namely: Image of being a mentor; Tensions; Elements of the knowledge base for mentoring; and Contributions to teaching practice as a trainer. The results brought important indications about the construction and constitution of the processes of becoming a mentor of the participant, through exercises of reflection of the practices that were practiced and that could be improved; elements of the knowledge base for mentoring, such as the sensitive and empathetic listening of the mentor who tried to understand the formative needs of the beginning teachers, in an attempt to provide strategies that could promote their professional autonomy. In addition, the HMP provided a space for training and support for the consolidation of her work as a mentor, as well as the collaboration of the fellow mentors, a support network that was essential for the professional development as a mentor/trainer, thus elaborating a possible identity as a mentor. |
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Tiba, Aline Massako MurakamiSouza, Ana Paula Gestoso dehttp://lattes.cnpq.br/2662760426985944http://lattes.cnpq.br/2952826046292890d084a515-bebd-4240-a1d4-b1cab76426dc2022-11-01T18:21:04Z2022-11-01T18:21:04Z2022-08-31TIBA, Aline Massako Murakami. Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16978.https://repositorio.ufscar.br/handle/ufscar/16978The research, qualitative in nature, is a case study, whose overall objective was to identify and analyze the processes of becoming a mentor of an experienced teacher who was a participant in a hybrid mentoring program. To do so, it was necessary to undertake an investigation project that culminated in the following research question: How were the processes of becoming a mentor of an experienced teacher who participated in a hybrid mentoring program constructed/constituted? To try to answer the question, three specific objectives were constructed that could guide the research to understand the construction and constitution of such processes. Namely, they were: i. To identify and analyze the processes related to changes in professional identity from teacher/coordinator to mentor; ii. To identify and analyze the processes related to the construction of the knowledge base for mentoring; iii. To verify the contributions of the participation of the mentor in the HMP for her professional performance. In view of these objectives, it was essential to seek information that could provide elements that would contribute to the understanding that the research is questioned and, for this, the documents written by the participant throughout her participation in the program were used. The documents were the letter written to herself, relating the journey experienced in the Hybrid Mentoring Program (HMP), the choices made, the challenges, the tensions, the learning acquired; the Mentoring Diary, between the years 2018 and 2020, whose purpose was to record the accompaniment to the beginning teacher and propitiate the mentor to reflect on the actions of the beginning teachers (BT), as well as on her own interventions in mentoring; The Annual Reports sent to FAPESP (2018-2019; 2019-2020; 2020-2021); the Discussion Forum (2019) held with the group of mentors and researchers; the Mentoring Balances, proposed at the end of each semester and the Training Modules for mentoring. Through the reading, analysis, and interpretation of the data presented in the documents, determinant elements were identified for the discussion of the results that helped in the elaboration of four axes of analysis, namely: Image of being a mentor; Tensions; Elements of the knowledge base for mentoring; and Contributions to teaching practice as a trainer. The results brought important indications about the construction and constitution of the processes of becoming a mentor of the participant, through exercises of reflection of the practices that were practiced and that could be improved; elements of the knowledge base for mentoring, such as the sensitive and empathetic listening of the mentor who tried to understand the formative needs of the beginning teachers, in an attempt to provide strategies that could promote their professional autonomy. In addition, the HMP provided a space for training and support for the consolidation of her work as a mentor, as well as the collaboration of the fellow mentors, a support network that was essential for the professional development as a mentor/trainer, thus elaborating a possible identity as a mentor.A pesquisa, de caráter qualitativo, é um estudo de caso, cujo objetivo geral foi identificar e analisar os processos de tornar-se mentora, de uma professora experiente, que foi participante de um programa híbrido de mentoria. Para tanto, foi necessário empreender um projeto de investigação que culminou na seguinte questão de pesquisa: Como se construíram/ se constituíram os processos de tornar-se mentora, de uma professora experiente na carreira docente, que participou de um programa híbrido de mentoria? Para tentar responder à pergunta, construiu-se três objetivos específicos que pudessem orientar a pesquisa a compreender a construção e constituição de tais processos. A saber, foram: i. Identificar e analisar os processos relacionados às mudanças na identidade profissional de professora/coordenadora para a mentora; ii. Identificar e analisar os processos relacionados à construção da base de conhecimento para a mentoria; iii. Verificar as contribuições da participação da mentora no PHM para sua atuação profissional. Diante de tais objetivos, foi imprescindível buscar informações que pudessem fornecer elementos que contribuíssem à compreensão a que a pesquisa se questiona e, para isso, foram utilizados os documentos escritos pela participante, ao longo de sua participação no programa. Os documentos foram: a carta escrita para si mesma, relatando o percurso vivido no Programa Híbrido de Mentoria (PHM), as escolhas feitas, os desafios, as tensões, as aprendizagens adquiridas; o Diário de Mentoria, entre os anos de 2018 e 2020, cujo intuito era registrar o acompanhamento à professora iniciante e propiciar que a mentora refletisse sobre as ações da professora iniciante (PI), bem como sobre suas próprias intervenções na mentoria; os Relatórios Anuais encaminhados para a FAPESP (2018-2019; 2019-2020; 2020-2021); o Fórum de Discussão (2019) realizado com o grupo de mentoras e pesquisadoras; os Balanços de Mentoria, propostos ao final de cada semestre e os Módulos de Formação para a atuação na mentoria. Por meio da leitura, análise e interpretação dos dados apresentados nos documentos, foram identificados elementos determinantes para a discussão dos resultados que auxiliaram na elaboração de quatro eixos de análise, a saber: Imagem de ser mentora; Tensões; Elementos da base de conhecimento para a mentoria; e Contribuições para a prática docente como formadora. Os resultados trouxeram indícios importantes acerca da construção e constituição dos processos de tornar-se mentora da participante, por meio de exercícios de reflexão das práticas exercidas e que poderiam ser melhoradas; elementos da base de conhecimento para a mentoria, como a escuta sensível e empática da mentora que intentou compreender as necessidades formativas das professoras iniciantes, na tentativa de propiciar estratégias que pudessem promover a autonomia profissional das mesmas. Adiciona-se a potencialidade do PHM ter proporcionado um espaço de formação e apoio para a consolidação do seu trabalho como mentora, bem como a colaboração das colegas mentoras, uma rede de apoio que foi essencial para o desenvolvimento profissional como mentora/formadora, elaborando, desta forma, uma possível identidade de mentora.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)88887.502866/2020-00porUniversidade 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/openAccessPrograma híbrido de mentoriaDesenvolvimento profissionalIdentidade de mentoraHybrid mentoring programProfessional developmentMentor identityCIENCIAS HUMANAS::EDUCACAOProcessos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCarProcesses of becoming a mentor: a case study about a participant of UFSCar's Hybrid Mentoring Programinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis60060055538425-09f4-497a-8c72-4a277ca05cc1reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDISSERTAÇÃO - ALINE MASSAKO MURAKAMI TIBA.pdfDISSERTAÇÃO - ALINE MASSAKO MURAKAMI TIBA.pdfDissertação de mestradoapplication/pdf1345013https://repositorio.ufscar.br/bitstream/ufscar/16978/1/DISSERTA%c3%87%c3%83O%20-%20ALINE%20MASSAKO%20MURAKAMI%20TIBA.pdf621ee16825a9617b55605a9391d2e0a6MD51Carta comprovante.pdfCarta comprovante.pdfCarta comprovanteapplication/pdf267508https://repositorio.ufscar.br/bitstream/ufscar/16978/3/Carta%20comprovante.pdf92024f4eae49a1d741fa46d70f3a2b00MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/16978/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTDISSERTAÇÃO - ALINE MASSAKO MURAKAMI TIBA.pdf.txtDISSERTAÇÃO - ALINE MASSAKO MURAKAMI TIBA.pdf.txtExtracted texttext/plain274297https://repositorio.ufscar.br/bitstream/ufscar/16978/5/DISSERTA%c3%87%c3%83O%20-%20ALINE%20MASSAKO%20MURAKAMI%20TIBA.pdf.txt2b98f66f916ed0ddfd357cc9bff9bbd4MD55Carta comprovante.pdf.txtCarta comprovante.pdf.txtExtracted texttext/plain271https://repositorio.ufscar.br/bitstream/ufscar/16978/7/Carta%20comprovante.pdf.txtca4026939ab3123beb37dfceaf1455a2MD57THUMBNAILDISSERTAÇÃO - ALINE MASSAKO MURAKAMI TIBA.pdf.jpgDISSERTAÇÃO - ALINE MASSAKO MURAKAMI TIBA.pdf.jpgIM Thumbnailimage/jpeg7721https://repositorio.ufscar.br/bitstream/ufscar/16978/6/DISSERTA%c3%87%c3%83O%20-%20ALINE%20MASSAKO%20MURAKAMI%20TIBA.pdf.jpgeccfd12e27731412e44d74ab25c00e7bMD56Carta comprovante.pdf.jpgCarta comprovante.pdf.jpgIM Thumbnailimage/jpeg13079https://repositorio.ufscar.br/bitstream/ufscar/16978/8/Carta%20comprovante.pdf.jpgac07d37323cca591498fd684f8a3a961MD58ufscar/169782023-09-18 18:32:21.174oai:repositorio.ufscar.br:ufscar/16978Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:21Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar |
dc.title.alternative.eng.fl_str_mv |
Processes of becoming a mentor: a case study about a participant of UFSCar's Hybrid Mentoring Program |
title |
Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar |
spellingShingle |
Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar Tiba, Aline Massako Murakami Programa híbrido de mentoria Desenvolvimento profissional Identidade de mentora Hybrid mentoring program Professional development Mentor identity CIENCIAS HUMANAS::EDUCACAO |
title_short |
Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar |
title_full |
Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar |
title_fullStr |
Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar |
title_full_unstemmed |
Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar |
title_sort |
Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar |
author |
Tiba, Aline Massako Murakami |
author_facet |
Tiba, Aline Massako Murakami |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/2952826046292890 |
dc.contributor.author.fl_str_mv |
Tiba, Aline Massako Murakami |
dc.contributor.advisor1.fl_str_mv |
Souza, Ana Paula Gestoso de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2662760426985944 |
dc.contributor.authorID.fl_str_mv |
d084a515-bebd-4240-a1d4-b1cab76426dc |
contributor_str_mv |
Souza, Ana Paula Gestoso de |
dc.subject.por.fl_str_mv |
Programa híbrido de mentoria Desenvolvimento profissional Identidade de mentora |
topic |
Programa híbrido de mentoria Desenvolvimento profissional Identidade de mentora Hybrid mentoring program Professional development Mentor identity CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Hybrid mentoring program Professional development Mentor identity |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The research, qualitative in nature, is a case study, whose overall objective was to identify and analyze the processes of becoming a mentor of an experienced teacher who was a participant in a hybrid mentoring program. To do so, it was necessary to undertake an investigation project that culminated in the following research question: How were the processes of becoming a mentor of an experienced teacher who participated in a hybrid mentoring program constructed/constituted? To try to answer the question, three specific objectives were constructed that could guide the research to understand the construction and constitution of such processes. Namely, they were: i. To identify and analyze the processes related to changes in professional identity from teacher/coordinator to mentor; ii. To identify and analyze the processes related to the construction of the knowledge base for mentoring; iii. To verify the contributions of the participation of the mentor in the HMP for her professional performance. In view of these objectives, it was essential to seek information that could provide elements that would contribute to the understanding that the research is questioned and, for this, the documents written by the participant throughout her participation in the program were used. The documents were the letter written to herself, relating the journey experienced in the Hybrid Mentoring Program (HMP), the choices made, the challenges, the tensions, the learning acquired; the Mentoring Diary, between the years 2018 and 2020, whose purpose was to record the accompaniment to the beginning teacher and propitiate the mentor to reflect on the actions of the beginning teachers (BT), as well as on her own interventions in mentoring; The Annual Reports sent to FAPESP (2018-2019; 2019-2020; 2020-2021); the Discussion Forum (2019) held with the group of mentors and researchers; the Mentoring Balances, proposed at the end of each semester and the Training Modules for mentoring. Through the reading, analysis, and interpretation of the data presented in the documents, determinant elements were identified for the discussion of the results that helped in the elaboration of four axes of analysis, namely: Image of being a mentor; Tensions; Elements of the knowledge base for mentoring; and Contributions to teaching practice as a trainer. The results brought important indications about the construction and constitution of the processes of becoming a mentor of the participant, through exercises of reflection of the practices that were practiced and that could be improved; elements of the knowledge base for mentoring, such as the sensitive and empathetic listening of the mentor who tried to understand the formative needs of the beginning teachers, in an attempt to provide strategies that could promote their professional autonomy. In addition, the HMP provided a space for training and support for the consolidation of her work as a mentor, as well as the collaboration of the fellow mentors, a support network that was essential for the professional development as a mentor/trainer, thus elaborating a possible identity as a mentor. |
publishDate |
2022 |
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2022-11-01T18:21:04Z |
dc.date.available.fl_str_mv |
2022-11-01T18:21:04Z |
dc.date.issued.fl_str_mv |
2022-08-31 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
TIBA, Aline Massako Murakami. Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16978. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/16978 |
identifier_str_mv |
TIBA, Aline Massako Murakami. Processos de tornar-se mentora: um estudo de caso sobre uma participante do Programa Híbrido de Mentoria da UFSCar. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16978. |
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https://repositorio.ufscar.br/handle/ufscar/16978 |
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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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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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