Beginning teachers: analysis of scientific production concerning mentoring programs (2005-2014)

Abstract:

This paper aims to understand the different theoretical/methodological perspectives of mentoring programs, by means of the identification of theses and dissertations from Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) between 2005 and 2014. This is a systematic review with qualitative approach. During the analysis of the productions, emerged three categories: different perspectives on mentoring programs; convergences and divergences between mentoring programs; and influences of the mentoring programs on educational practice of beginning teachers. It concludes that the debate about the mentoring programs for beginning teachers is recent, however, its relevance includes the concern of opening spaces to assist in the construction of knowledge and practices of the profession in order to minimize the impacts in the early career.

Keywords: beginning teacher; mentoring program; teacher development