Beginning and experienced teachers professional learning in a mentoring program
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 learn...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade do Oeste de Santa Catarina (UNOESC) |
| Repositorio: | Roteiro (Joaçaba. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.unoesc.edu.br:article/32278 |
| Acesso em linha: | https://periodicos.unoesc.edu.br/roteiro/article/view/32278 |
| Access Level: | acceso abierto |
| Palavra-chave: | aprendizagem da docência professores experientes professores iniciantes mentoria aprender a enseñar professores con experiencia profesores principiantes mentoría teacher learning experienced teachers novice teachers mentoring |
| 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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