PEDAGOGICAL MENTORING FOR BEGINNING TEACHERS IN BASIC EDUCATION: A LONGITUDINAL STUDY ON THE ROLE OF PEDAGOGICAL COORDINATION

Abstract

The longitudinal study analyzed the training needs of beginning teachers in a public school in Mato Grosso, Brazil.  Using autobiographical narratives and interviews, the research highlighted the role of pedagogical advice in professional development. The research was based on studies by established authors in the field of teacher training such as Garcia (1999; 2008, 2009), Huberman (2000), Marcelo and Vaillant (2012), Rodrigues (2006), Ureta (2009) and others.  The methodology is narrative (Souza and Cabral, 2015; Rodrigues, 2006), with a longitudinal study and data collection carried out in 2 moments: 1) in 2014 with the use of autobiographical narratives (written and oral) of training collected through memorials and formative meetings dialogued between beginning teachers, pedagogical coordination of the school investigated and the researchers involved, 2) in 2024 with narrative interviews focusing on reflection on the experience acquired with the advisory process during the initiation to teaching by teachers and pedagogical coordination, considering the period of a decade (2014 to 2024). It was concluded that reflective processes and continuous support from the pedagogical coordination are essential for the permanence and effectiveness of novice teachers.

DOI: https://doi.org/10.56238/sevened2025.011-042