O professor especialista iniciante: contribuições do coordenador pedagógico para seu trabalho

• Ano de defesa: 2015
• Autor(a) principal: Mollica, Andrea Jamil Paiva
• Orientador(a): Almeida, Laurinda Ramalho de
• 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 Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Professor especialista iniciante; Coordenador pedagógico; Formação docente; Afetividade
• Palavras-chave em Inglês: Specialist beginner teacher; Pedagogical coordinator; Teacher training; Affectivity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16167

The main purpose of this research was to analyze what actions the pedagogical coordinator (PC) can take to help the specialist beginner teacher in workplace inclusion and in classroom performance to promote good teaching. The data was analyzed based on several researchers whose discuss these professionals, as well as the Henri Wallon s foundations. It was chosen the qualitative approach of research and, to collect the data, semi-structured interviews were conducted with three beginner teachers and two PC.Transcription, tables and summaries of these interviews were elaborated to assist the data discussion analyses. The main results were: 1) regarding the entry into the school: the beginner feels confused because he/she does not know the working environment and peers, and he/she has questions about the profession, causing unpleasant feelings, which affect the performance. PC can include actions on the agendas of the first meetings in order to provide information about the school, introduce the colleagues and remedy the beginner s first doubts, becoming systematized. PC can also provide support for this teacher at other times of the school year, as specialist teachers do not always take on classes at the beginning of the year. 2) As for the daily activities: the new teacher has difficulty in integrating himself/herself with peers, acting in the classroom and dealing with problems related to the public education system, making him/her feel discouraged and unmotivated. PC can try to understand why articulation among school staff is not happening aiming integrate them, PC can also organize pedagogical meetings and structured training activities, considering the specific demands of the specialist teacher and participation of the entire team. The results pointed to understanding specialist beginner teacher s reality aiming to new actions that can assist him/her