Resumo

STEFANELLO, Franciele Aparecida Carneiro  e  TOZETTO, Susana Soares. PEDAGOGICAL COORDINATORS AND THEIR SUPPORT STRATEGIES FOR BEGINNER TEACHERS. Práx. Educ. [online]. 2022, vol.18, n.49, e9282.  Epub 04-Jul-2023. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v18i49.9281.

This study is the result of a research that sought to analyze the pedagogical work of the pedagogical coordinator with beginner teachers in municipal schools. This is a qualitative research with mostly descriptive data collection. For data analysis, content analysis was used as a theoretical-methodological subsidy. The data collection instruments were a questionnaire with 20 coordinators and a semi-structured interview with five pedagogical coordinators working in the early grades of Elementary School. The theoretical foundation of the research dialogues mainly with: Marcelo Garcia (1999, 2009), Imbernón (2010), Placco (2005, 2010) and Romanowski (2010).The results show that there is no clarity about the functions to be performed in the process of reception and training support for teachers when they start working in the institutions. Furthermore, the pedagogical coordinators interviewed do not receive training aimed at performing their role well, and there is also no consensus in the work of the professionals, but rather isolated strategies and in-service training for beginner teachers.

Palavras-chave : pedagogical coordinator; beginner teachers; pedagogical work.

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