O papel do mentor e da mentoria em um programa de formação de professores de inglês em um instituto de idiomas

• Ano de defesa: 2017
• Autor(a) principal: Shimazumi, Marilisa
• Orientador(a): Celani, Maria Antonieta Alba
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Mentoria; Mentor; Formação de professores
• Palavras-chave em Inglês: Mentoring; Teacher development
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/19717

This research study aims at describing and interpreting the phenomena what it means to be a mentor and experience mentoring in a teacher development programme involving teachers of English. This investigation took place throughout the year of 2012 and focused on the mentoring process experienced by twenty mentors working with 335 teachers of English of a private language institute whose headquarters are situated in the city of São Paulo, with 25 schools in the state of São Paulo and Santa Catarina. The mentoring programme investigated in this study, consisted of a 60-hour induction course held in February where mentors were familiarized with the mentoring programme of the institution, 16 meetings held every other fortnight involving all the mentors throughout the year, and collaborative cycles of work between mentors and mentees which revolved around the planning, the execution, the observation, the reflection and new action plans based on lessons given by the mentees. In order to carry out this research study, we have adopted a qualitative approach to research, more specifically, the Hermeneutic-phenomenological approach based on M. Freire (2010, 2012) and influenced by van Manen (1990). The texts used to understand and interpret the phenomena in this investigation were generated longitudinally, as from February 2012, along 12 months, as the mentoring programme evolved. These texts consist of institutional reports and spontaneously-generated texts by the different participants in the programme, totalling 979 texts altogether. Four are the theoretical pillars on which this study is based: reflection in/on action (SCHÖN 1983, 1998/2000), the KASA decision-making model (FREEMAN 1989), the experiential learning model (KOLB 1984), and the model of awareness to describe communication process in human interactions (Johari Window by LUFT 1969). This study has revealed that both the phenomena can be best understood as being structured by four major themes: transformations, relationships, roles and reflection - which are then subdivided into subthemes