<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362012000300004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O processo de desenvolvimento profissional visto pelos professores mentores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roldão]]></surname>
<given-names><![CDATA[Maria do Céu]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Católica Portuguesa Faculdade de Educação e Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2012</year>
</pub-date>
<volume>20</volume>
<numero>76</numero>
<fpage>481</fpage>
<lpage>502</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362012000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362012000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362012000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo apresentam-se e discutem-se os resultados da análise de 74 reflexões realizadas pelos mentores relativamente à oficina de formação em que participaram. Os resultados permitem concluir que os professores mentores consideraram que a formação contribuiu para o seu desenvolvimento profissional e, através deles, para o desenvolvimento profissional dos professores em período probatório que supervisionavam. No entanto, os professores mentores referem-se consideravelmente menos ao contributo da formação para o desenvolvimento organizacional das escolas e preveem escassas repercussões a esse nível. Quanto ao processo de formação, consideram-no útil e de qualidade, valorizando essencialmente os documentos trabalhados nas sessões e as estratégias utilizadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we present and discuss the results of 74 reflections made by mentors regarding the training workshops in which they took part. The results show that teachers mentors consider that the training contributed to their professional development and, through them, to the professional development of teachers who they supervised during the probation period. However teachers mentors refer considerably less to the contribution of training towards the organizational development of schools and foresee little impact at this level. As for the training process, they consider it useful and of quality, valuing mainly the documents worked on during sessions and the strategies used.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este artículo se presentan los resultados del análisis realizado sobre 74 reflexiones hechas por los mentores sobre el taller de formación en el que participaron. Los resultados concluyen que los profesores mentores consideraron que la formación contribuyó para su desarrollo profesional, y a través de ello, para el desarrollo profesional de los profesores en periodo probatorio que supervisaban. Los profesores mentores se refieren poco a la contribución de la formación para el desarrollo organizacional de las escuelas y consideran que habrá escasa repercusión a ese nivel. En cuanto al proceso de formación, lo consideran útil y de calidad, valorando esencialmente los documentos elaborados en las sesiones y las estrategias utilizadas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Mentoria]]></kwd>
<kwd lng="pt"><![CDATA[Período Probatório]]></kwd>
<kwd lng="en"><![CDATA[Teachers’ Education]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Mentorship]]></kwd>
<kwd lng="en"><![CDATA[Probation Period]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
<kwd lng="es"><![CDATA[Mentoría]]></kwd>
<kwd lng="es"><![CDATA[Período Probatorio]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O processo de desenvolvimento profissional visto pelos  professores mentores.</h2> <h3>The professional  development process as perceived by teachers&rsquo; mentors.</h3> <h3>El proceso de desarrrollo profesional analizado por los  profesores mentores.</h3>     <p>&nbsp;</p> <h4>Maria do C&eacute;u Rold&atilde;o, Teresa Leite    <br> </h4> </font>      ]]></body><back>
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