Resumo

SOUZA, Ana Paula Gestoso de  e  REALI, Aline Maria de Medeiros Rodrigues. Beginner Teachers Mentors: Constructing a Knowledge Base. Rev. Diálogo Educ. [online]. 2020, vol.20, n.67, pp.1910-1937.  Epub 31-Dez-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.067.ao02.

This research was conducted through an intervention research context that focused on the contributions and limits of a hybrid mentoring program for the professional development of experienced teachers and beginning teachers up to five years of teaching experience). In this program, 10 experienced teacher mentors (with more than 10 years of teaching practice) help Basic Education beginning teachers to minimize or overcome the difficulties experienced at the beginning of their teaching career, through dialogue with experienced teachers, after a specific training process to act as mentors. The research investigates the construction of the experienced teacher mentoring knowledge base, by analyzing narratives written by them concerning the experience with the novice teachers, identifying the following categories: i. specific content knowledge, ii. general pedagogical knowledge for mentoring, iii. pedagogical content knowledge, iv. knowledge about being a mentor and v. attitudinal knowledge. The mentoring program participants became a learning community as they seek to provide a place of non-hierarchical dialogue, strengthening relations between university and school. These relations occur by developing training actions considering the school contexts, demands, and other formative needs of the novice teachers, valuing the participation of researchers, mentors, and novices in the reflective processes. Moreover, this community promotes mentors to become partners in the process of novice teacher education.

Palavras-chave : Teacher education; Educating teacher educators; Mentoring.

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