A STUDY ON THE INFLUENCE OF A MENTORING PROGRAM ON THE MOTIVATION TO PERSIST IN A PHYSICS TEACHER TRAINING COURSE DURING THE EMERGENCY REMOTE TEACHING

Resumo

CALSING, INGRID WEBER  e  HEIDEMANN, LEONARDO ALBUQUERQUE. A STUDY ON THE INFLUENCE OF A MENTORING PROGRAM ON THE MOTIVATION TO PERSIST IN A PHYSICS TEACHER TRAINING COURSE DURING THE EMERGENCY REMOTE TEACHING. Ens. Pesqui. Educ. Ciênc. [online]. 2023, vol.25, e39685.  Epub 03-Jan-2023. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172022240135.

Difficulties in adapting to the university context often influence freshmen’s motivation to persist. A mentoring program can promote persistence by easing the difficulties in the transition to the University. Based on this, a exploratory study was carried out in a mentoring program in a physics teacher training undergraduate course, in the Federal University of Rio Grande do Sul (UFRGS). For this, a questionnaire was applied and interviews were carried out based on the Vincent Tinto’s Model of Student Motivation and Persistence. The research was guided by the following research question: How the actions promoted by a mentoring program influence the motivation for the persistence of undergraduates in Physics? It was identified that the mentoring can influence freshmen’s motivations to persist especially when mentors: prepare them for assessments; provide course and institution information; and inspire and motivate the freshman to continue on to graduation.

Palavras-chave : Mentoring; Student Persistence; Physics Teacher Training.

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