UFSCar mentoring programs for novice teachers: a qualitative synthesis of the different offers

Resumen

REALI, Aline Maria Medeiros de Rodrigues; BARROS, Bruna Cury de  y  MARINI, Carolina. UFSCar mentoring programs for novice teachers: a qualitative synthesis of the different offers. Educ. Teoria Prática [online]. 2022, vol.32, n.65, e41. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v32.n.65.s16530.

We present a synthesis of qualitative evidence from theses and dissertations about different mentoring programs that have promoted the professional development of participating beginning teachers (PIs). The programs were related to four research interventions focused on assisting the difficulties and demands of beginning teachers in Basic Education (EB) through mentoring programs. The support was carried out through professional conversations between novice and experienced beginner teachers with experienced teachers trained to act as mentors. The data analysis suggests that the mentoring model adopted in the development of the programs presents favorable elements for the beginning of the teaching career in different teaching areas and levels, and contexts of action, among other aspects. We indicate considerations about the mentoring model adopted and the relevance of further research on the programs and efforts of follow-up and induction of beginning teachers.

Palabras clave : Beginning Pedagogical Coordinator; Professional Initiation; Pedagogical Coordination.

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