Resumo

ALARCON, Jéssica Francine Ferreira da Silva; CARVALHO, Brenda Karla Reis de; TIBA, Aline Massako Murakami  e  REALI, Aline Maria de Medeiros Rodrigues. An analysis of the perception of novice teachers about participation in an induction program. Educ. Form. [online]. 2024, vol.9, e12344.  Epub 29-Ago-2024. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v9.e12344.

The objective was to analyze the perception of beginning teachers about participation in a mentoring program, seeking to understand the consequences for teaching activity. Eighteen open-ended responses from a mixed questionnaire were analyzed. In the organization and analysis of the data, the following categories were elaborated: initial expectations about the mentoring program; perceptions about the Hybrid Mentoring Program for teaching performance; reflective processes. In general, the analyzes revealed that the program was configured as a favorable scenario for the promotion of the professional development of beginning teachers. The perceptions of the beginners suggest that the dialogued and formative participation, built collaboratively with the mentors, gradually promoted autonomy to think about their pedagogical practices, reflect more critically on their performance, build specific knowledge about the profession, in addition to exercising their self-knowledge, suggesting their recognition and belonging in the profession.

Palavras-chave : teacher professional development; teaching learning; Teacher Induction Program; narratives.

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