Pesquisa-formação com supervisores pedagógicos: contribuições à indução de professores iniciantes
DOI:
https://doi.org/10.33871/23594381.2024.22.3.10008Abstract
The text in question aims to report a research-training developed with pedagogical supervisors (PS) of a municipal network in the South of Minas Gerais, whose purpose was to foster dialogues and studies about the role of teacher educators that the SP have in favor of welcoming and inducing beginning teachers. In all, 25 meetings were held, with the participation of 50 SP. The initiative has driven changes in the way of conceiving and thinking about the role of the SP as a teacher trainer in the school context, notably of beginning teachers. It drew the attention of the participants to a new way of reflecting on their role in the path of valuing the group's knowledge, of collective and collaborative work in favor of solving and overcoming dilemmatic situations that emerge in the school's daily life, especially from the pedagogical practices of beginning teachers. Assuming the posture of listening and support, in the search for a joint solution, became more real from the dialogues undertaken throughout the research-training, culminating in the elaboration of training guidelines, but above all, a new posture with the group of beginner and experienced teachers with the proposition of moments of systematic and organized training with a focus on induction and issues related to the qualification of the teaching practice of the group they coordinate.
Keywords: Research-training, training of trainers, teaching induction.