Beginning and experienced teachers professional learning in a mentoring program

Detalhes bibliográficos
Autor(a) principal: Reali, Aline Maria de Medeiros Rodrigues
Data de Publicação: 2023
Outros Autores: Anunciato, Rosa Maria Moraes, Marini, Carolina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/32278
Resumo: This study aims to analyze novice teachers (NT) and experienced teachers (M-mentors) learnings in the context of the Hybrid Mentoring Program (HMP) designed to help teachers with less than five years of experience, to deal with difficulties often faced in this stage of teaching career. Teacher learning, teacher intergenerational interaction, and joint construction of professional knowledge processes research was the theoretical study basis. The primary data source was a questionnaire with open questions in the case of NT and interviews and written narratives in the case of the M. The answers obtained were considered narrative and analyzed from the content analysis. The contents and processes involved in these conversations showed opportunities for the collaborative construction of specific professional learning for NT and M. In the case of the M, learning was evidenced on two levels: that of teaching how to teach the NT and in their performance as a teacher. The complexity of constructing the knowledge base for teaching was recognized through the professional conversations for M and NT.  
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spelling Beginning and experienced teachers professional learning in a mentoring programAprendizaje profesional de profesores noveles y experimentados en un programa de mentoríaAprendizagens profissionais de professoras iniciantes e experientes em um programa de mentoriaaprendizagem da docênciaprofessores experientesprofessores iniciantesmentoriaaprender a enseñarprofessores con experienciaprofesores principiantesmentoríateacher learningexperienced teachersnovice teachersmentoringThis study aims to analyze novice teachers (NT) and experienced teachers (M-mentors) learnings in the context of the Hybrid Mentoring Program (HMP) designed to help teachers with less than five years of experience, to deal with difficulties often faced in this stage of teaching career. Teacher learning, teacher intergenerational interaction, and joint construction of professional knowledge processes research was the theoretical study basis. The primary data source was a questionnaire with open questions in the case of NT and interviews and written narratives in the case of the M. The answers obtained were considered narrative and analyzed from the content analysis. The contents and processes involved in these conversations showed opportunities for the collaborative construction of specific professional learning for NT and M. In the case of the M, learning was evidenced on two levels: that of teaching how to teach the NT and in their performance as a teacher. The complexity of constructing the knowledge base for teaching was recognized through the professional conversations for M and NT.  Se analizan las experiencias de aprendizaje de profesores principiantes (PI) y experimentados (M-mentores) en el contexto de un Programa Híbrido de Mentoría (PHM) dirigido a ayudar a los profesores con menos de cinco años de experiencia, a hacer frente a las dificultades que suelen presentarse en esta etapa de la carrera docente. La investigación se basa en referencias sobre el aprendizaje de la enseñanza; la interacción intergeneracional de los profesores; y los procesos de construcción conjunta del conocimiento profesional. La principal fuente de datos fue un cuestionario con preguntas abiertas en el caso de los PI y entrevistas y narraciones escritas en el caso de M. Las respuestas se consideraron narraciones y se analizaron a partir del análisis de contenido. Los contenidos y procesos implicados en estas conversaciones pusieron de manifiesto las oportunidades de construcción colaborativa de aprendizajes profesionales específicos para PI e M. Para las PI, cabe destacar el carácter situado, continuo, dinámico y diversificado de los conocimientos necesarios para enseñar y actuar de forma profesional. En el caso de las M, el aprendizaje se evidenció en dos planos: el de enseñar a enseñar la PI y su rol como docente. En las conversaciones profesionales mantenidas se pudo identificar la complejidad de la construcción de la base de conocimientos para la enseñanza tanto para las PI como para las M.  Analisam-se aprendizagens de professoras iniciantes (PI) e experientes (mentoras-M) no contexto do Programa Híbrido de Mentoria (PHM) dirigido para auxílio de docentes com menos de cinco anos de experiência, a lidar com dificuldades frequentemente enfrentadas nessa etapa da carreira docente. A pesquisa é pautada em referências sobre aprendizagem da docência; interação intergeracional docente; e processos colaborativos de construção de conhecimentos profissionais. Teve como principal fonte de dados um questionário com questões abertas no caso das PI e entrevistas e narrativas escritas no caso das M. As respostas obtidas foram consideradas narrativas e analisadas a partir da análise de conteúdo. Os conteúdos e os processos implicados nessas conversas evidenciaram oportunidades para a construção colaborativa de aprendizagens profissionais específicas para PI e M. Para as PI o caráter situado, contínuo, dinâmico e diversificado dos conhecimentos necessários para ensinar e atuar de modo profissional puderam ser destacados. No caso das M evidenciou-se aprendizagens em dois planos: a de ensinar a ensinar as PI e na sua atuação como docente. Nas conversas profissionais mantidas foi possível identificar a complexidade da construção da base de conhecimento para o ensino tanto para as PI quanto para a M assim como os processos envolvidos.Universidade do Oeste de Santa Catarina2023-08-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/3227810.18593/r.v48.32278Roteiro; Vol. 48 (2023): Roteiro; e32278Roteiro; Vol. 48 (2023): Roteiro; e32278Roteiro; Vol. 48 (2023): Roteiro; e32278Roteiro; v. 48 (2023): Roteiro; e32278Roteiro; Vol. 48 (2023): Roteiro; e322782177-60590104-431110.18593/r.v48reponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/32278/18533https://periodicos.unoesc.edu.br/roteiro/article/view/32278/18534Copyright (c) 2023 Aline Maria de Medeiros Rodrigues Reali, Rosa Maria Moraes Anunciato, Carolina Marinihttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessReali, Aline Maria de Medeiros Rodrigues Anunciato, Rosa Maria MoraesMarini, Carolina2023-11-27T14:27:02Zoai:ojs.periodicos.unoesc.edu.br:article/32278Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2023-11-27T14:27:02Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv Beginning and experienced teachers professional learning in a mentoring program
Aprendizaje profesional de profesores noveles y experimentados en un programa de mentoría
Aprendizagens profissionais de professoras iniciantes e experientes em um programa de mentoria
title Beginning and experienced teachers professional learning in a mentoring program
spellingShingle Beginning and experienced teachers professional learning in a mentoring program
Reali, Aline Maria de Medeiros Rodrigues
aprendizagem da docência
professores experientes
professores iniciantes
mentoria
aprender a enseñar
professores con experiencia
profesores principiantes
mentoría
teacher learning
experienced teachers
novice teachers
mentoring
title_short Beginning and experienced teachers professional learning in a mentoring program
title_full Beginning and experienced teachers professional learning in a mentoring program
title_fullStr Beginning and experienced teachers professional learning in a mentoring program
title_full_unstemmed Beginning and experienced teachers professional learning in a mentoring program
title_sort Beginning and experienced teachers professional learning in a mentoring program
author Reali, Aline Maria de Medeiros Rodrigues
author_facet Reali, Aline Maria de Medeiros Rodrigues
Anunciato, Rosa Maria Moraes
Marini, Carolina
author_role author
author2 Anunciato, Rosa Maria Moraes
Marini, Carolina
author2_role author
author
dc.contributor.author.fl_str_mv Reali, Aline Maria de Medeiros Rodrigues
Anunciato, Rosa Maria Moraes
Marini, Carolina
dc.subject.por.fl_str_mv aprendizagem da docência
professores experientes
professores iniciantes
mentoria
aprender a enseñar
professores con experiencia
profesores principiantes
mentoría
teacher learning
experienced teachers
novice teachers
mentoring
topic aprendizagem da docência
professores experientes
professores iniciantes
mentoria
aprender a enseñar
professores con experiencia
profesores principiantes
mentoría
teacher learning
experienced teachers
novice teachers
mentoring
description This study aims to analyze novice teachers (NT) and experienced teachers (M-mentors) learnings in the context of the Hybrid Mentoring Program (HMP) designed to help teachers with less than five years of experience, to deal with difficulties often faced in this stage of teaching career. Teacher learning, teacher intergenerational interaction, and joint construction of professional knowledge processes research was the theoretical study basis. The primary data source was a questionnaire with open questions in the case of NT and interviews and written narratives in the case of the M. The answers obtained were considered narrative and analyzed from the content analysis. The contents and processes involved in these conversations showed opportunities for the collaborative construction of specific professional learning for NT and M. In the case of the M, learning was evidenced on two levels: that of teaching how to teach the NT and in their performance as a teacher. The complexity of constructing the knowledge base for teaching was recognized through the professional conversations for M and NT.  
publishDate 2023
dc.date.none.fl_str_mv 2023-08-11
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://periodicos.unoesc.edu.br/roteiro/article/view/32278
10.18593/r.v48.32278
url https://periodicos.unoesc.edu.br/roteiro/article/view/32278
identifier_str_mv 10.18593/r.v48.32278
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/32278/18533
https://periodicos.unoesc.edu.br/roteiro/article/view/32278/18534
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 48 (2023): Roteiro; e32278
Roteiro; Vol. 48 (2023): Roteiro; e32278
Roteiro; Vol. 48 (2023): Roteiro; e32278
Roteiro; v. 48 (2023): Roteiro; e32278
Roteiro; Vol. 48 (2023): Roteiro; e32278
2177-6059
0104-4311
10.18593/r.v48
reponame:Roteiro (Joaçaba. Online)
instname:Universidade do Oeste de Santa Catarina (UNOESC)
instacron:UNOESC
instname_str Universidade do Oeste de Santa Catarina (UNOESC)
instacron_str UNOESC
institution UNOESC
reponame_str Roteiro (Joaçaba. Online)
collection Roteiro (Joaçaba. Online)
repository.name.fl_str_mv Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)
repository.mail.fl_str_mv roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br
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