Publicação
Professional learning community: tensions in mentors professional development processes
| Resumo: | Based on a constructive-collaborative model of teacher-researchers interaction, we sought to identify and understand the tensions experienced by experienced elementary schoolteachers acting as online mentors of primary novice teachers. The study is theoretically grounded on teaching learning and professional development literature. As research data it was considered the narratives contained in the virtual communication between mentors and novice teachers over a period of four years, as well as the records of interactions between mentors and researchers at weekly meetings. The tensions experienced by mentors were identified and analyzed considering their doubts, disagreements and resistances. In this paper we focus on mentors identity construction processes as teacher educators; the development of a specific knowledge base; the development of online activities of the mentoring program; the domain of mentors´expertise specific and pedagogical content knowledge- and their previous experience as a teacher educators. |
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| Autores principais: | Reali, Aline de Medeiros Rodrigues |
| Outros Autores: | Tancredi, Regina Maria Simões Puccinelli; Mizukami, Maria da Graça Nicoletti |
| Assunto: | Online Mentoring Program. Professional learning community. Mentors. Teacher educators. Teaching professional development. Programa de Mentoría en línea (E-mentoría). Comunidad de Aprendizaje Profesional. Mentores. Formadores. Desarrollo Profesional. Programa de Mentoria Online. Comunidade de aprendizagem profissional. Mentores. Formadores. Desenvolvimento profissional da docência. |
| Ano: | 2016 |
| País: | Brasil |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | IBICT |
| Idioma: | português |
| Origem: | Oasisbr |
| Resumo: | Based on a constructive-collaborative model of teacher-researchers interaction, we sought to identify and understand the tensions experienced by experienced elementary schoolteachers acting as online mentors of primary novice teachers. The study is theoretically grounded on teaching learning and professional development literature. As research data it was considered the narratives contained in the virtual communication between mentors and novice teachers over a period of four years, as well as the records of interactions between mentors and researchers at weekly meetings. The tensions experienced by mentors were identified and analyzed considering their doubts, disagreements and resistances. In this paper we focus on mentors identity construction processes as teacher educators; the development of a specific knowledge base; the development of online activities of the mentoring program; the domain of mentors´expertise specific and pedagogical content knowledge- and their previous experience as a teacher educators. |
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