Teacher education practices of an experienced teacher in an induction program: a case study

Author(s)

Aline Maria de Medeiros Rodrigues Reali ^[1] ; Ana Paula Gestoso de Souza ^[2]

Affiliation

^[1] Universidade Federal de São Carlos. Centro de Educação e Ciências Humanas. Departamento de Teorias e Práticas Pedagógicas - Brasil

^[2] Universidade Federal de São Carlos. Centro de Educação e Ciências Humanas. Departamento de Teorias e Práticas Pedagógicas - Brasil

• Document type: Journal article
• Source: Pro-Posições; v. 33, 2022-12-09.

Abstract

Abstract Considering the theoretical references on the teaching knowledge base, conversations between teachers, and the teacher's thoughts, we analyze the formative practice of an experienced teacher while acting as a mentor to a novice teacher in an induction program. We conducted a descriptive-analytical exploratory case study about the virtual interactions established between them. The analysis of the mentor’s written narrative unveils her pedagogical reasoning through several formative actions related to the novice. The analysis of the mentor's written narratives revealed her pedagogical reasoning through several formative actions related to the novices' practices and the problems she faced. The reflective processes encouraged the mentee to look at her practice, design alternative ways of acting, and implement them (AU)

• FAPESP's process: 16/25412-8 - Teacher professional development of experienced teachers and novices: the mentoring hybrid program
• Grantee: Aline Maria de Medeiros Rodrigues Reali
• Support Opportunities: Improvement in Public Education Program