Resumo

NAVARRO-NAVARRO, Bertha; SANCHEZ ORTEGA, Jaime Agustín  e  RODRIGUEZ ROJAS, Milagritos Leonor. Mentoring in teacher training as a basis for meaningful learning of research competencies. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.33, pp.776-788.  Epub 02-Abr-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i33.761.

In this study, mentoring is assumed as the intentional and trusting relationship that links mentors and mentees to develop knowledge competencies. The objective was to analyze mentoring in teacher training as a basis for meaningful learning of research skills. The methodology is of qualitative approach and the interpretative naturalistic paradigm. The in-depth interview technique was used to collect the information. The key informants were seven (7) teachers, thirteen (13) students and six (6) specialists in subjects related to scientific research. The opinions of the university community, both teachers and students, on the link between mentoring and meaningful learning for formative research are far from being univocal and reflect that the pedagogical praxis is based on assumptions that do not always coincide with the declared institutional model.

Palavras-chave : Formative research; teacher training; meaningful learning; mentoring; COVID-19.

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