Resumo

GOBATO, Paula Grizzo  e  REALI, Aline Maria de M. R.. The knowledge base and the identity of mentors participating in the Online Mentor Education Program from UFSCar-Brazil. Rev. Port. de Educação [online]. 2017, vol.30, n.2, pp.133-157. ISSN 0871-9187.  https://doi.org/10.21814/rpe.10844.

This article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar-Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers' and teacher educators'. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors' performance and, possibly, of beginning teachers accompanied by them.

Palavras-chave : Online Mentor Education Program; Teacher identity; Knowledge base for teaching.

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