Mentoria e práticas em sala de aula: Percepções dos estagiários
DOI:
https://doi.org/10.1590/1980531411398Palavras-chave:
Formação de Professores, Mentoria, Práticas Pedagógicas, Estagiário DocenteResumo
Esta pesquisa, realizada durante a etapa final de um curso de licenciatura de uma universidade do Quebec, analisa as percepções de seis estagiários sobre as práticas de acompanhamento de seus professores supervisores e descreve suas práticas em sala de aula. Utilizando a teoria da autodeterminação, as percepções foram examinadas por meio de entrevistas semiestruturadas. Os resultados sugerem que, em geral, os estagiários percebem um apoio adequado de seus supervisores em relação à necessidade de pertencimento. Em contrapartida, o apoio percebido quanto à autonomia é mais variável, ao passo que aquele ligado à necessidade de competência parece mais limitado. Os estagiários também evocam dificuldades para desenvolver práticas de apoio aos alunos. O estudo recomenda a adaptação do acompanhamento oferecido aos estagiários e o fortalecimento da formação prática, a fim de melhor atender às necessidades dos alunos.
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