THE DEVELOPMENT OF MENTORING IN INITIAL TEACHER TRAINING

Authors

Keywords:

Aprendizagem, Ensino Superior, Tutoria

Abstract

This study presents an experiential research on the development of the tutoring of the Institutional Program of Promotion and Induction of Innovation of the Continued Initial Training of Teachers and School Directors (Pril), of the Federal University of Alagoas (Ufal) Sertão campus and headquarters in the city of Delmiro Gouveia. This is a qualitative and exploratory research, considering the analysis of a contemporary phenomenon and in real life context. The objective is to analyze how tutoring, as a teaching practice in Pril, assumes a significant role in the initial training of teachers in the face of the challenges arising from reality. Data collection was carried out from the tutoring actions carried out in the disciplines of Development and Learning, Scientific Methodology, Teaching Profession, Didactics, Management of Education and School Work and Digital Educational Technologies, of the undergraduate courses in Sciences, Letters and Pedagogy. Data analysis follows Kolb's (2014) proposal and from a narrative perspective. The results indicate that face-to-face courses with 40% of the workload at a distance require tutoring to propose a dialog to face the difficulties presented by students in continuing their studies at a higher level. The tutoring interventions went beyond the technical and bureaucratic issues, requiring a posture of attention, cordiality, welcome and inclusion.

Author Biographies

Leticia de Oliveira Santos, Universidade Federal de Alagoas

Mestre em Ensino de Ciências e Matemática (2019) pelo PPGECIM/CEDU/UFAL, Especialista em Gestão e Organização da Escola pela Unopar (2018) e em Psicopedagogia Clínica e Institucional pela CESAMA (2013). Graduação em Pedagogia pelo Centro de Educação, da Universidade Federal de Alagoas (2012). Atua em Tutoria EaD pelo Pril/Ufal Campus Sertão. Foi monitora de graduação e bolsista de extensão universitária. Atualmente é servidora pública da SEDUC/AL como professora da Educação Especial em Sala de Recursos Multifuncionais e SEMED/Maceió como professora dos Anos Iniciais do Ensino Fundamental.

Fernando Silvio Cavalcante Pimentel, Universidade Federal de Alagoas

CNPq Productivity Scholarship (PQ 2), holds a degree in Pedagogy from Centro Universitário Cesmac, specialist in Higher Education Teaching from Universidade Castelo Branco and specialist in Technologies in Education from PUC/RJ. He holds a master's and doctor's degree in Education from the Federal University of Alagoas. He completed a postdoctoral internship in Education and Psychology at the University of Aveiro, Portugal and a postdoctoral internship in Education at the Federal University of Santa Catarina.

He has experience in Education, with an emphasis on Teaching-Learning, working mainly on the following topics: learning, digital games in education, gamification, active methodologies, online education, webquest, tutoring and evaluation. He was coordinator of the Graduate Program in Education (PPGE/Cedu/Ufal).

He is currently coordinator of the Institutional Coordination of Distance Education, General Coordinator of UAB/UFAL and Coordinator of the Open University of SUS (UNA-SUS) at Ufal, member of the bank of institutional evaluators of INEP, adjunct professor at the Federal University of Alagoas and leader of the Virtual Communities Research Group - Ufal.

 

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Published

2024-01-15

How to Cite

de Oliveira Santos, L., & Silvio Cavalcante Pimentel, F. (2024). THE DEVELOPMENT OF MENTORING IN INITIAL TEACHER TRAINING. SUD, 14. etrieved from https://submissao-esud.ufms.br/home/article/view/24

Issue

2023: Anais ESUD|CIESUD

Section

ESUD2023_Artigos Científicos | Trilha Temática IV - Tecnologias digitais

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Copyright (c) 2024 Leticia de Oliveira Santos, Fernando Silvio Cavalcante Pimentel

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