Construction of a mentor’s identity: the Mentor Online Education Program in focus
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Data de Publicação: | 2017 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/10091 |
Resumo: | This paper presents analyzes related to the processes of a mentor identity construction, professional development and learning identification of an experienced teacher, evidenced on her participation in the Mentor Online Education Program. For development of the intervention research, we considered theoretical references on teacher education and the written narratives role for recording reflective processes about practice. The data were examined within an interpretive way from online activities. The results showed that new knowledge was constructed and incorporated into the participant’s knowledge base, assisting her to perform mentoring functions when advising a beginning teacher in her difficulties. The initiative and its investigation have shown to be significant to promote the teaching learning of beginning teachers in a supervised way. We considered that, in view of the absence of consolidated public policies in the supervision of beginning teachers by experienced ones, in Brazil, the relevance of the research conducted was enlarged. Keywords: Mentoring. Beginner teacher. Teacher education. |
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Construction of a mentor’s identity: the Mentor Online Education Program in focusLa construcción de la identidad de una mentora: el Programa de Formación en línea de Mentores en focoA construção da identidade de uma mentora: o Programa de Formação Online de Mentores em focoThis paper presents analyzes related to the processes of a mentor identity construction, professional development and learning identification of an experienced teacher, evidenced on her participation in the Mentor Online Education Program. For development of the intervention research, we considered theoretical references on teacher education and the written narratives role for recording reflective processes about practice. The data were examined within an interpretive way from online activities. The results showed that new knowledge was constructed and incorporated into the participant’s knowledge base, assisting her to perform mentoring functions when advising a beginning teacher in her difficulties. The initiative and its investigation have shown to be significant to promote the teaching learning of beginning teachers in a supervised way. We considered that, in view of the absence of consolidated public policies in the supervision of beginning teachers by experienced ones, in Brazil, the relevance of the research conducted was enlarged. Keywords: Mentoring. Beginner teacher. Teacher education.En este artículo se presentan análisis relativos a los procesos de construcción de identidad de mentora, de desarrollo profesional e identificación de los aprendizajes de una profesora experimentada, evidenciados en su participación en el Programa de formación en línea de Mentores. Para el desarrollo de la investigación-intervención, fueron considerados referenciales teóricos sobre la formación docente y el papel de las narrativas escritas para el registro de procesos reflexivos sobre la práctica. Los datos fueron examinados de manera interpretativa provenientes de actividades en línea y los analizamos interpretativamente. Los resultados mostraron que nuevos conocimientos fueron construidos e incorporados a la base de conocimientos de la participante, ayudándole a ejercer las funciones de mentora al asesorar a una profesora principiante. La iniciativa y su investigación se mostraron significativas para promover el aprendizaje docente de profesores principiantes de modo supervisado. Se llevó en cuenta que, debido a la ausencia de políticas públicas consolidadas en el acompañamiento de profesores principiantes, en Brasil, la relevancia de la investigación conducida se amplió. Palabras clave: Mentoría. Profesor principiante. Formación docente.Este artigo apresenta análises relativas aos processos de construção da identidade de mentora, do desenvolvimento profissional e identificação das aprendizagens de uma professora experiente, evidenciadas em sua participação no Programa de Formação Online de Mentores. Para o desenvolvimento da pesquisa-intervenção, foram consideradas referências teóricas sobre formação docente e o papel das narrativas escritas para o registro de processos reflexivos sobre a prática. Os dados foram examinados de maneira interpretativa provenientes de atividades online. Os resultados mostraram que novos conhecimentos foram construídos e incorporados à base de conhecimentos da participante, auxiliando-a a exercer as funções de mentora ao assessorar uma professora iniciante em suas dificuldades. A iniciativa e a sua investigação mostraram-se significativas para promover a aprendizagem docente de professores iniciantes de modo supervisionado. Considerou-se que, em face da ausência de políticas públicas consolidadas no acompanhamento de professores iniciantes por professores mais experientes, no Brasil, a relevância da investigação conduzida ampliou-se. Palavras-chave: Mentoria. Professor iniciante. Formação docente.Universidade Estadual de Ponta Grossa2017-11-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1009110.5212/PraxEduc.v.13i2.0005Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 330-347Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 330-347Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 330-347Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 330-3471809-43091809-403110.5212/PraxEduc.v.13i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10091/6229https://revistas.uepg.br/index.php/praxiseducativa/article/view/10091/209209213098Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessReali, Aline Maria de Medeiros RodriguesMassetto, Débora CristinaGobato, Paula GrizzoBorges, Fabiana Vigo Azevedo2020-04-15T14:57:18Zoai:uepg.br:article/10091Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T14:57:18Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Construction of a mentor’s identity: the Mentor Online Education Program in focus La construcción de la identidad de una mentora: el Programa de Formación en línea de Mentores en foco A construção da identidade de uma mentora: o Programa de Formação Online de Mentores em foco |
title |
Construction of a mentor’s identity: the Mentor Online Education Program in focus |
spellingShingle |
Construction of a mentor’s identity: the Mentor Online Education Program in focus Reali, Aline Maria de Medeiros Rodrigues |
title_short |
Construction of a mentor’s identity: the Mentor Online Education Program in focus |
title_full |
Construction of a mentor’s identity: the Mentor Online Education Program in focus |
title_fullStr |
Construction of a mentor’s identity: the Mentor Online Education Program in focus |
title_full_unstemmed |
Construction of a mentor’s identity: the Mentor Online Education Program in focus |
title_sort |
Construction of a mentor’s identity: the Mentor Online Education Program in focus |
author |
Reali, Aline Maria de Medeiros Rodrigues |
author_facet |
Reali, Aline Maria de Medeiros Rodrigues Massetto, Débora Cristina Gobato, Paula Grizzo Borges, Fabiana Vigo Azevedo |
author_role |
author |
author2 |
Massetto, Débora Cristina Gobato, Paula Grizzo Borges, Fabiana Vigo Azevedo |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Reali, Aline Maria de Medeiros Rodrigues Massetto, Débora Cristina Gobato, Paula Grizzo Borges, Fabiana Vigo Azevedo |
description |
This paper presents analyzes related to the processes of a mentor identity construction, professional development and learning identification of an experienced teacher, evidenced on her participation in the Mentor Online Education Program. For development of the intervention research, we considered theoretical references on teacher education and the written narratives role for recording reflective processes about practice. The data were examined within an interpretive way from online activities. The results showed that new knowledge was constructed and incorporated into the participant’s knowledge base, assisting her to perform mentoring functions when advising a beginning teacher in her difficulties. The initiative and its investigation have shown to be significant to promote the teaching learning of beginning teachers in a supervised way. We considered that, in view of the absence of consolidated public policies in the supervision of beginning teachers by experienced ones, in Brazil, the relevance of the research conducted was enlarged. Keywords: Mentoring. Beginner teacher. Teacher education. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-11-30 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/10091 10.5212/PraxEduc.v.13i2.0005 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10091 |
identifier_str_mv |
10.5212/PraxEduc.v.13i2.0005 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10091/6229 https://revistas.uepg.br/index.php/praxiseducativa/article/view/10091/209209213098 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 330-347 Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 330-347 Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 330-347 Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 330-347 1809-4309 1809-4031 10.5212/PraxEduc.v.13i2 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
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Universidade Estadual de Ponta Grossa (UEPG) |
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UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
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Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
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praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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