Training and learning of initiating mentors in a school-inducting program

Abstract

This study has as its scenario an intervention research on a Hybrid Mentoring Program (PHM), funded by FAPESP-São Paulo, Brazil. We analyze narratives, written and oral - training memorial, reflective diary and interview - produced by experienced teachers at different times, in order to understand their learning throughout their formation as mentors and at the beginning of the accompaniment of beginning teachers. To build a knowledge base to teach beginning teachers about teaching content, teaching practices and other school-related knowledge, data analysis revealed the construction of different types of learning. It was learned to: look at the career path; become aware of their professional role; look at the practice of mentoring itself; know the reality of other levels of education and develop greater emotional understanding of the teacher of another level of education; value the role of reflection in teacher professional development; value the teaching performance; evaluate their own pedagogical practices; review classroom practices and transpose practices adopted in PHM for their performance in the classroom, among others. This analysis allowed the organization of this knowledge around two axes: learning regarding the conception of mentoring and learning for the exercise of mentoring.