dc.contributorReali, Aline Maria de Medeiros Rodrigues
dc.contributorhttp://lattes.cnpq.br/3250195451890332
dc.contributorhttp://lattes.cnpq.br/3331023967028359
dc.creatorMassetto, Débora Cristina
dc.date.accessioned2018-06-06T20:05:24Z
dc.date.available2018-06-06T20:05:24Z
dc.date.created2018-06-06T20:05:24Z
dc.date.issued2018-02-26
dc.identifierMASSETTO, Débora Cristina. Experiências emocionais e aprendizagens de mentoras no Programa de Formação Online de Mentores. 2018. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10143.
dc.identifierhttps://repositorio.ufscar.br/handle/ufscar/10143
dc.description.abstractThe research has as purpose to investigate, to describe and to analyze the professional learning and emotional experiences of experienced teachers - future mentors expressed during their participation in an online training program. In addition, a professional teacher development program was developed, via the internet, at the UFSCar Portal of Teachers (www.portaldosprofessores.ufscar.br), entitled Programa de Formação Online de Mentores (PFOM). The program focused on the mentors formation, i.e., teachers, pedagogical coordinators, school directors and in-service teaching supervisors accompanying beginning teachers, helping them to minimize the typical difficulties of this stage of the career in their schools or teaching networks. Specifically, it was investigated and understood, together with the experienced teachers, the learning and knowledge produced in the process of building identity as mentors throughout their participation in the Program, and how they helped in the mentoring of beginner teachers; it was analyzed the emotional experiences of the experienced teachers and how they interfered in their work, in the construction of their identity as a mentor and in the construction of the knowledge necessary to act in a new role. The theoretical framework concentrated on the learning literature and professional development of teaching, knowledge base for teaching, human development ecology, mentoring programs, emotional experience and written narratives which have as main authors: Shulman, Garcia, Mizukami, Bronfenbrenner, Freire et al. A constructive-collaborative approach to research and intervention was adopted and the main instruments of data collection were written narratives elaborated by the participants. Data analysis was performed based on the bioecological theory systems model. These analyzes were made through studies of multiple cases derived from the professional learning and the emotional experiences of mentors: a Triad (experienced teacherbeginner teachers) and two dyads (experienced teacher-beginner). The analyzes indicated that the inclusion of experienced teachers in a new context (PFOM) and the systematic accompagnement with the beginners proved to be a potentially relevant strategy for the construction of professional knowledge related to the role of teacher trainers. Additionally, it was evidenced the emotional dimension of mentoring, revealed by the positive and negative emotional experiences associated with mentoring job. While the online training context, the PFOM has proved to be a promising pedagogical tool in the continuing education and a possibility to support the professional development of teachers in different phases of the career. An important contribution of the present study to the educational area was to involve different subjects - researchers, tutors and teachers, in different stages of the career, in developmental processes caused by the insertion in a new context, PFOM, with its own activities, such as the study and theoretical deepening, mentoring, mentoring, demonstrating and considering that, at different levels, they learn and construct different types of knowledge.
dc.languagepor
dc.publisherUniversidade Federal de São Carlos
dc.publisherUFSCar
dc.publisherPrograma de Pós-Graduação em Educação - PPGE
dc.publisherCâmpus São Carlos
dc.rightsAcesso aberto
dc.subjectFormação continuada de professores
dc.subjectAprendizagem online
dc.subjectAprendizagem e desenvolvimento profissional da docência
dc.subjectExperiências emocionais
dc.subjectMentoria
dc.subjectContinuing education of teachers
dc.subjectOnline learning
dc.subjectLearning and professional development of teaching
dc.subjectEmotional experiences
dc.subjectMentoring
dc.titleExperiências emocionais e aprendizagens de mentoras no Programa de Formação Online de Mentores
dc.typeTesis


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