<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932022000100103</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v27e2022a5411</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa de formação online em tutorias autorregulatórias: impacto em variáveis do tutor]]></article-title>
<article-title xml:lang="en"><![CDATA[Mentoring and self-regulated learning online training program: impact on mentor&#8217;s variables]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Jennifer Silva da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Juliana Andreia Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Armanda Sofia Carvalho Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Sílvia Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[Sonia Fuentes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosário]]></surname>
<given-names><![CDATA[Pedro José Sales Luís Fonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Minho Escola de Psicologia Departamento de Psicologia Aplicada]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Central do Chile Faculdade de Educação e Ciências Sociais ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932022000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho analisa o impacto de um programa de formação online em tutorias autorregulatórias constituído por um curso inicial e um curso avançado. Ambos os cursos surgiram como resposta à necessidade de formação de professores-tutores em Portugal. O programa de formação incluiu as orientações legais e as recomendações da literatura. Para avaliar o seu impacto, neste estudo participaram voluntariamente 180 professores. Sabendo que a formação de tutores (i.e., conhecimento declarativo), a perceção de autoeficácia e o compromisso afetivo para com o papel de tutor são preditores significativos da qualidade da função de tutor, essas variáveis foram analisadas no curso avançado. Como o curso inicial consiste numa primeira fase de formação, avaliou-se apenas o conhecimento declarativo. No fim dos cursos, encontrou-se um aumento estatisticamente significativo em todas as variáveis estudadas. O programa de formação contribuiu positivamente para preparar os professores como tutores e poderá ser útil em outros contextos que pretendam implementar a tutoria em contexto educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present work analyzes the impact of the online training program focused on mentoring and self-regulated learning comprised of: a beginner course, and an advanced course. Both courses emerged as a response to the need for training mentor teachers in Portugal. The training program included the guidelines of legal framework and the literature recommendations. To evaluate the impact of the training program, 180 teachers participated voluntarily. In the advanced course, the training of mentors (i.e., declarative knowledge), perception of self-efficacy and affective commitment to the mentor role were analyzed given their positive and significant relationships with the quality of the mentor role. The initial course is the first phase of training, for this reason, only declarative knowledge was examined. In the end of the courses, significant increases were found in all variables. The online training program contributed positively to train teachers as mentors, and may be useful to other contexts that intend to implement mentoring in educational contexts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autorregulação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[MOOC]]></kwd>
<kwd lng="pt"><![CDATA[Moodle]]></kwd>
<kwd lng="pt"><![CDATA[Tutoria]]></kwd>
<kwd lng="en"><![CDATA[Self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[MOOC]]></kwd>
<kwd lng="en"><![CDATA[Moodle]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
</kwd-group>
</article-meta>
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