Resumo

REALI, Aline Maria de Medeiros Rodrigues; SOUZA, Ana Paula Gestoso de  e  BARROS, Bruna Cury de. O WHATSAPP NA FORMAÇÃO DE PROFESSORES INICIANTES NO PROGRAMA HÍBRIDO DE MENTORIA DA UFSCAR. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2020, vol.29, n.58, pp.344-357.  Epub 15-Dez-2020. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2020.v29.n58.p344-357.

The article presents the potentialities, limits and pedagogical consequences of the use of WhatsApp as a complementary tool to the teacher education processes in a Hybrid Mentoring Program, in which experienced teachers assist Basic Education novice teachers. Data from eight months of conversations of a mentor and a novice teacher using WhatsApp and records in a Virtual Learning Environment were analyzed considering the teaching-learning processes, the inquiring cycle and the social, cognitive and teaching presence (VAUGHAN; CLEVELAND-INNES; GARRISON, 2013). At the beginning of the conversations, the tool was used for sending messages and gradually became a resource for sharing experiences and reflection on practices. It is inferred that WhatsApp favored the contact of the dyad, enabled the detailed description and analyzes of situations, the mentoring processes and its developments.

Palavras-chave : Teacher education; Mentoring; WhatsApp.

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