<?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>S1519-39932023000100105</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a7209</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Benefícios da tutoria em contexto escolar: análise dos preditores relacionados com o professor-tutor]]></article-title>
<article-title xml:lang="en"><![CDATA[Benefits of a school-based mentoring support: analysis of the mentor teacher-related predictors]]></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[Freitas]]></surname>
<given-names><![CDATA[Lisete Maria Guimarães da Costa]]></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="Af1">
<institution><![CDATA[,Universidade do Minho Escola de Psicologia Departamento de Psicologia Aplicada]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo analisa as variáveis do professor-tutor preditoras dos benefícios da tutoria em contexto escolar: a qualidade da relação de tutoria, a autoeficácia do tutor, o compromisso afetivo e a experiência enquanto tutor. Participaram 140 professores de diferentes zonas de Portugal, através do preenchimento de um questionário online. O modelo de regressão linear múltipla revelou que a qualidade da relação e a autoeficácia do tutor são preditores estatisticamente significativos dos benefícios da tutoria percebidos pelo professor-tutor. Não foram encontrados resultados significativos nos restantes preditores. Os dados sugerem a necessidade de se investir na formação dos professorestutores e na monitorização da sua prática, de forma a promover a qualidade da relação tutor-tutorando e a autoeficácia do tutor. O compromisso afetivo e a experiência enquanto tutor não são suficientes para o sucesso dos programas de tutoria, de modo que urge rever as práticas de organização da tutoria nas escolas (e.g., critérios de seleção dos tutores).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study aims to analyze the mentor&#8217;s variables that predict the benefits of mentoring support implemented in the school context: the quality of the mentoring relationship, the mentor&#8217;s self-efficacy, the affective commitment, and the mentor experience. Participants were 140 trained teachers from different parts of the country. They completed an online questionnaire. The multiple linear regression model showed that relationship quality and the mentor&#8217;s self-efficacy are statistically significant predictors of the benefits of mentoring perceived by the mentor. No significant results were found for the remaining predictors. Data suggest that schools need to invest in mentor-teachers&#8217; training and practice monitoring to foster relationship quality and mentor&#8217;s self-efficacy. Affective commitment and mentor experience are not sufficient for the success of mentoring practices. For this reason, it is urgent to review mentoring organization practices in schools (e.g., selection criteria for mentors).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[Compromisso afetivo]]></kwd>
<kwd lng="pt"><![CDATA[Experiência como tutor]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade da relação]]></kwd>
<kwd lng="pt"><![CDATA[Tutoria]]></kwd>
<kwd lng="en"><![CDATA[Self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Affective commitment]]></kwd>
<kwd lng="en"><![CDATA[Mentor experience]]></kwd>
<kwd lng="en"><![CDATA[Relationship quality]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
</kwd-group>
</article-meta>
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