Características da identidade do mentor em construção : Programa de Formação Online de Mentores da UFSCar
Gobato, Paula Grizzo
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The main objective of this research is to characterize elements of personal and professional development and participation in the proposed training process that may have influenced the construction of teacher identity and mentor identity of professionals in training on Online Mentor Education Program. Specifically, it also seeks to answer the following research questions: which aspects possibly relates to the construction of mentors identity throughout his personal history, work and participation in the Online Training Program Mentors? Which specific, pedagogical and about the mentor function knowledge, components of teacher identity, are presented by mentors that will help them to play their new role? The program has, as its main objective, to train experienced teachers in mentors for follow up and support early career teachers in their anguish and features needs that characterize this stage. The theoretical framework on which it has based this research take into account teacher education and its characteristics; the stages of teaching profession and teachers professional development; teaching continuing education in their different contexts, such as courses, self-education and training within the school; teacher identity and its components; experienced teachers; processes of mentoring, mentors and their knowledge; considerations of distance education, online teacher education and virtual learning environments. The research was guided on a qualitative approach, with the data analysis supported by the descriptive-interpretative and biographical-narrative methodology. Data collection occurred in the selected participants production and activities carried out in the Online Mentor Education Program, featuring a documentary analysis. Data were organized in NVIVO, software that helps quantitative analisis with data organization. After this organization, data were classified manualy in the categories with NVIVO, inserted in frames and subsequently the creation of subcategories and the reclassification of the data, it results in frames that were analysed. The results indicate various aspects of personal and professional background of the participants, as his childhood and schooling, difficulties in their early careers, assistance from peers, continuing education courses, among others that possibly are related to the construction of their professional identity and hence may affect their identity as mentors. In addition, the mentors have a solid knowledge base, however, that does not identify an established mentor identity. In this way, it is possible to observe that it is under construction as it is dynamic. Mentors have a knowledge base that enables them to start mentor actions, in order to help beginning teachers and arrange his own development as a mentor.
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Borges, Fabiana Vigo Azevedo; http://lattes.cnpq.br/2270770104034713 (Universidade Federal de São CarlosUFSCarPrograma de Pós-graduação em EducaçãoCâmpus São Carlos, 2017-11-09)This thesis presents a research on the performance of mentors – experienced teachers that guide and support early-stage teachers in their initial teaching practice – during their participation in an online program for ...
Informática na educação: um recurso para aprendizagem e desenvolvimento profissional de professoras mentoras. Rinaldi, Renata Portela; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=S937529 (Universidade Federal de São CarlosBRUFSCarPrograma de Pós-graduação em Educação, 2006-02-16)This work of research analyzes the contributions and difficulties of a formative process in computer science for the continued formation and professional development of experienced teachers who act as mentors in a Program ...
Massetto, Débora Cristina; http://lattes.cnpq.br/3331023967028359 (Universidade Federal de São CarlosBRUFSCarPrograma de Pós-graduação em Educação, 2014-02-17)O objetivo desta pesquisa foi analisar se e de que maneira o Programa de Mentoria online, oferecido pela Universidade Federal de São Carlos (2004-2007) contribuiu para a formação de professores iniciantes, participantes ...