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{"id":9535,"date":"2024-03-26T15:50:11","date_gmt":"2024-03-26T13:50:11","guid":{"rendered":"https:\/\/empowering-teachers.eu\/mentors-capacity-programme\/"},"modified":"2024-06-13T10:40:42","modified_gmt":"2024-06-13T07:40:42","slug":"mentors-capacity-programme","status":"publish","type":"page","link":"https:\/\/empowering-teachers.eu\/pt-pt\/mentors-capacity-programme\/","title":{"rendered":"LOOP – PROGRAMA DE CAPACITA\u00c7\u00c3O DE MENTORES"},"content":{"rendered":"

LOOP – PROGRAMA DE CAPACITA\u00c7\u00c3O DE MENTORES<\/h1>\n
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O QUE \u00c9 O PROGRAMA LOOP DE CAPACITA\u00c7\u00c3O DE MENTORES?<\/h4>\n
O Programa de Capacita\u00e7\u00e3o de Mentores LOOP tem como objetivo proporcionar aos professores oportunidades para diversificarem as suas fun\u00e7\u00f5es, servindo como mentores dos seus pares, apoiando a sua indu\u00e7\u00e3o. A forma\u00e7\u00e3o dos mentores \u00e9 um fator crucial para garantir o \u00eaxito da implementa\u00e7\u00e3o do programa de indu\u00e7\u00e3o.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n<\/div>\n
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A QUEM SE DESTINA?<\/h4>\n
Este programa foi concebido para um grupo de professores experientes e dedicados que s\u00e3o reconhecidos pelos seus pares como profissionais competentes e respons\u00e1veis. <\/span><\/span><\/p>\n<\/div>\n
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COMO EST\u00c1 ESTRUTURADO?<\/h4>\n
O Programa de Capacita\u00e7\u00e3o de Mentores LOOP inclui 12 m\u00f3dulos divididos em 3 blocos (Clique em cada liga\u00e7\u00e3o para aceder ao grupo de m\u00f3dulos<\/em>):<\/p>\n
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Identidade Profissional do Mentor<\/a><\/strong><\/li>\n
Mentoria no programa de indu\u00e7\u00e3o de professores<\/a><\/strong><\/li>\n
Programa de Indu\u00e7\u00e3o de Professores<\/a><\/strong><\/li>\n<\/ul>\n<\/div>\n
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COMO PODE SER APLICADO?<\/h4>\n
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Objetivos bem definidos e estruturados<\/strong>, mas suficientemente flex\u00edveis para se ajustarem aos contextos nacionais e \u00e0s suas necessidades espec\u00edficas.\u00a0<\/span><\/li>\n
Adapt\u00e1vel<\/strong> \u00e0s diferen\u00e7as dos contextos nacionais e do grupo de mentores durante a implementa\u00e7\u00e3o do programa. <\/span><\/li>\n
Inclusivo<\/strong>, uma vez que permite a adi\u00e7\u00e3o e modifica\u00e7\u00e3o das atividades para responder a necessidades espec\u00edficas.<\/li>\n
Fi\u00e1vel<\/strong>, uma vez que resulta do trabalho colaborativo entre v\u00e1rias entidades e grupos de trabalho com diferentes compet\u00eancias.<\/li>\n
Positivo<\/strong>, pois reconhece que as compet\u00eancias podem ser melhoradas e que todos os participantes t\u00eam potencial para mudar e crescer.<\/li>\n<\/ul>\n<\/div>\n\n
<\/a>Identidade Profissional do Mentor<\/span><\/p>\n<\/h1>\n
01. EU COMO PROFESSOR NO IN\u00cdCIO DA ATIVIDADE PROFISSIONAL: RELEMBRAR O MEU PERCURSO<\/span>\u00a0<\/span><\/h2>\n
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Reflex\u00e3o sobre experi\u00eancias pessoais significativas como mentor de professores\u202f<\/li>\n
Partilha e discuss\u00e3o de ideias relacionadas com essas experi\u00eancias\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
\u00a0<\/span><\/p>\n<\/div>\n<\/li>\n
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To enunciate the strengths of the future teacher mentor, both personally and professionally, as a way to promote the successive improvement of his\/her performance\u202f<\/span>\u00a0<\/span><\/li>\n
To understand the specific needs and challenges of the teacher mentee\u202f<\/span>\u00a0<\/span><\/li>\n
To identify mentoring strategies as references for effective implementation\u202f\u202f\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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02. EU COMO PROFESSOR MENTOR: DESENTENDIMENTOS E GEST\u00c3O DE EXPECTATIVAS <\/span><\/h2>\n
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Expectativas em rela\u00e7\u00e3o a (e para) mim <\/span><\/li>\n
Expectativas em rela\u00e7\u00e3o ao meu ambiente\u202f<\/span>\u00a0<\/span><\/li>\n
Expectativas em rela\u00e7\u00e3o ao meu professor mentorando <\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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To develop a realistic understanding of <\/span>teachers mentors’ roles<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
To start to explore effective approaches to mentoring<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
To develop an effective expectations management strategy<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
To identify and resolve misunderstandings more easily within the teacher mentor – teacher mentee relationship<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
To easily create common goals and set boundaries<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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03. \u202fA REFLEX\u00c3O NO CENTRO DO DESENVOLVIMENTO PROFISSIONAL\u00a0<\/span><\/span><\/span><\/h2>\n
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N\u00edveis de reflex\u00e3o: reflex\u00e3o superficial, reflex\u00e3o profunda\u202f<\/span>\u00a0<\/span><\/li>\n
Modelo de n\u00edveis neurol\u00f3gicos de Bateson\u202f<\/span>\u00a0<\/span><\/li>\n
Filosofia pessoal da a\u00e7\u00e3o profissional\u202f <\/span><\/li>\n
M\u00e9todos de reflex\u00e3o (reflex\u00e3o sobre as experi\u00eancias – quadro mais alargado, reflex\u00e3o sobre acontecimentos cr\u00edticos, perguntas socr\u00e1ticas) <\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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To be aware of the quality and frequency of self-reflective practice in their daily professional lives,\u202f<\/span>\u00a0<\/span><\/li>\n
To deep teachers mentors\u2019 understanding of the role of critical self-reflection and self-evaluation in personal and professional development\u202f<\/span>\u00a0<\/span><\/li>\n
To promote learning about, role-play, and evaluate some models that guide self-reflective thinking in the face of concrete professional challenges and dilemmas\u202f<\/span>\u00a0<\/span><\/li>\n
\u202fTo contribute to deciding about how to encourage their teacher mentee to engage in systematic self-reflection.\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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Pode descarregar o PDF aqui:<\/span><\/p>\n<\/div>\n
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04. ENSINAR A TER UMA MENTALIDADE DE CRESCIMENTO <\/span><\/h2>\n
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O que \u00e9 um mindset de crescimento?\u202f\u202f\u202f<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
Linguagem da mentalidade de crescimento \u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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To understand the influence of a growth mindset on the person and the environment\u202f<\/span>\u00a0<\/span><\/li>\n
To know the language of a growth mindset\u202f<\/span>\u00a0<\/span><\/li>\n
To understand how to develop a growth mindset in education through simple interventions\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
\u202f<\/span>\u00a0<\/span><\/p>\n<\/div>\n<\/li>\n
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05. COMUNICA\u00c7\u00c3O E COMPET\u00caNCIAS INTERPESSOAIS\u00a0<\/span><\/span>\u00a0<\/span><\/h2>\n
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T\u00e9cnicas eficazes de escuta e de questionamento aplicadas \u00e0 rela\u00e7\u00e3o de mentoria\u202f<\/span>\u00a0<\/span><\/li>\n
Dicas e estrat\u00e9gias para fornecer e receber feedback <\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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To understand the value of active listening and use techniques to strengthen this ability\u202f<\/span>\u00a0<\/span><\/li>\n
To be able to use the questioning technique to guide, have a conversation and empower teachers mentees\u202f<\/span>\u00a0<\/span><\/li>\n
To understand and be able of receiving and transmitting feedback\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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06. A ESCUTA EMP\u00c1TICA NO CONTEXTO DA COMUNICA\u00c7\u00c3O N\u00c3O-VIOLENTA <\/span><\/h2>\n
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Teoria da comunica\u00e7\u00e3o n\u00e3o violenta: observa\u00e7\u00e3o, sentimentos, necessidades e pedidos\u202f<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
Escuta emp\u00e1tica\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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To deep knowledge of the theory of nonviolent communication (M. R. Rosenberg, 2003)\u202f<\/span>\u00a0<\/span><\/li>\n
To raise awareness of <\/span>teacher mentor<\/span>\u2019 communication style, strengths and weaknesses according to criteria\/principles of nonviolent communication\u202f<\/span>\u00a0<\/span><\/li>\n
To train the use of principles of nonviolent communication in mentoring process with the accent on empathic listening\u202f<\/span>\u00a0<\/span><\/li>\n
To think about nonviolent communication in the teacher mentor-teacher mentee relationship:\u202f\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
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how to support the teacher mentee in self-reflection on his\/her communication in the classroom\u202f<\/span>\u00a0<\/span><\/li>\n
how to direct teachers mentees’ attention to supporting students in developing nonviolent communication skills\u202f\u202f<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
\u00a0<\/span><\/p>\n<\/div>\n<\/li>\n
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Pode descarregar o PDF aqui:<\/span><\/p>\n<\/div>\n
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07. GEST\u00c3O DE SITUA\u00c7\u00d5ES DE STRESS\u00a0<\/span><\/span><\/span><\/h2>\n
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A evolu\u00e7\u00e3o e os sintomas do stress\u202f<\/span>\u00a0<\/span><\/li>\n
Identificar sistematicamente as estrat\u00e9gias e as vias de recurso (a roda de equil\u00edbrio)\u202f\u202f<\/span>\u00a0<\/span><\/li>\n
Discuss\u00e3o de poss\u00edveis problemas e de solu\u00e7\u00f5es utilizando a pir\u00e2mide de n\u00edveis l\u00f3gicos (R. Dilts)\u202f<\/span>\u00a0<\/span><\/li>\n
Rreflex\u00e3o sobre o estilo explicativo (M. Seligman)<\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/li>\n
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To present common stressors that teachers face in their work\u202f<\/span>\u00a0<\/span><\/li>\n
To sensitize for the recognition of stress symptoms\u202f<\/span>\u00a0<\/span><\/li>\n
To learn constructive coping strategies to deal with stress at different stages of its duration\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n
\u202f<\/span>\u00a0<\/span><\/p>\n<\/div>\n<\/li>\n
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Pode descarregar o PDF aqui:<\/span><\/p>\n<\/div>\n
DESCARREGAR O PDF<\/a><\/p>\n<\/li>\n<\/ul>\n
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Mentoria no programa de indu\u00e7\u00e3o de professores<\/a><\/span><\/p>\n<\/h1>\n
08. PAPEL DO PROFESSOR MENTOR <\/span><\/h2>\n
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Papel do professor mentor\u202f<\/span><\/li>\n
Responsabilidade na rela\u00e7\u00e3o de mentoria<\/span><\/li>\n
\u00c9tica e mentoria: uma rela\u00e7\u00e3o estreita<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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<\/ol>\n
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To define the guidelines for action, give security to the <\/span>teacher mentor<\/span> and ensure the conditions for a good mentoring relationship<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
To empower the <\/span>teachers mentors<\/span> with knowledge and techniques to help them fully accomplish their responsibilities, within the framework of their rights and duties<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
To guarantee the existence of a transversal action pattern based on the anticipation of solutions for specific issues, thus ensuring a good working environment and the satisfaction of those involved<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n
To value and dignify professionals and organisations by creating reference standards that contribute to strengthening their professional and organisational identity<\/span>\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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09. DIFERENTES TIPOS DE MENTORIA E COMO UTILIZ\u00c1-LOS<\/span><\/span><\/h2>\n
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Prepara\u00e7\u00e3o e apresenta\u00e7\u00e3o de simula\u00e7\u00f5es exemplificando diferentes tipos de mentoria<\/span><\/li>\n
An\u00e1lise e debate conjunto sobre os benef\u00edcios e desvantagens de cada tipo de mentoria na educa\u00e7\u00e3o\u202f<\/span><\/li>\n
Discuss\u00e3o em grande grupo sobre a forma como os professores mentores podem beneficiar dos diferentes tipos de mentoria no programa de indu\u00e7\u00e3o <\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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To know and identify the different types of mentoring\u202f<\/span>\u00a0<\/span><\/li>\n
To recognise the characteristics, benefits and disadvantages of the different types of mentoring\u202f<\/span>\u00a0<\/span><\/li>\n
To select and adopt the adequate type of mentoring by the context and objectives of the mentoring relationship\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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10. FASES DA RELA\u00c7\u00c3O DE MENTORIA <\/span><\/h2>\n
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As quatro fases da rela\u00e7\u00e3o de mentoria de um professor<\/span><\/li>\n
Estrat\u00e9gias, listas de controlo e dicas para ajudar a orientar o progresso dos professores mentores em cada fase da rela\u00e7\u00e3o de mentoria\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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To identify the different stages of a mentoring relationship and the specific steps that lead to mentoring excellence\u202f<\/span>\u00a0<\/span><\/li>\n
To promote strategies to get to know the <\/span>teacher mentee<\/span>(s) and establish a professional relationship\u202f<\/span>\u00a0<\/span><\/li>\n
To challenge the teacher mentor to think in new ways\u202f<\/span>\u00a0<\/span><\/li>\n
To get to know strategies to come to a closure of the mentoring relationship\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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Programa de Indu\u00e7\u00e3o de Professores<\/a><\/span><\/p>\n<\/h1>\n
11. CRIA\u00c7\u00c3O DE UMA REDE PROFISSIONAL<\/h2>\n
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As etapas envolvidas na cria\u00e7\u00e3o de redes profissionais<\/span><\/li>\n
\u00c1reas-chave de discuss\u00e3o e reflex\u00e3o na partilha de pr\u00e1ticas e experi\u00eancias entre professores mentores\u202f<\/span><\/li>\n
Lideran\u00e7a partilhada: defini\u00e7\u00e3o, desafios e oportunidades <\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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To identify and understand the key stages involved in the creation of a professional network\u202f<\/span>\u00a0<\/span><\/li>\n
To make teachers mentors competent professionals in the organization of networks though the development of a dedicated action plan\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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12. O QUE \u00c9 O PROGRAMA DE INDU\u00c7\u00c3O DE PROFESSORES E COMO UTILIZ\u00c1-LO<\/h2>\n
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Apresenta\u00e7\u00e3o do programa\u202f\u00a0<\/strong><\/p>\n
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Hist\u00f3ria do programa (e um pouco do futuro tamb\u00e9m)\u202f<\/span>\u00a0<\/span><\/li>\n
Os principais conceitos do programa<\/span><\/li>\n
Estrutura do programa<\/span><\/li>\n<\/ol>\n<\/div>\n<\/li>\n
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To Present the LOOP project as a whole, the origins of the programme and the upcoming steps\u202f<\/span>\u00a0<\/span><\/li>\n
To present the teachers\u2019 induction programme and familiarise <\/span>teacher mentor<\/span> with it to ensure that they would later feel comfortable using it\u202f<\/span>\u00a0<\/span><\/li>\n
Ensure that the teacher mentor\u202f understands the TIP as a modular, non-binding and adaptable toolbox, with materials that must be adapted to themselves and their teachers mentees\u202f<\/span>\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<\/li>\n
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Project LOOP- Empowering teachers personal, professional and social continuous development through innovative peer-induction programmes (626148-EPP-1- 2020-2- PT-EPPKA3-PI-POLICY)<\/p>\n<\/div>\n
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This project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.<\/p>\n<\/div>\n
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This work\u00a0is licensed under\u00a0 CC BY-NC-SA 4.0\u00a0<\/a><\/span><\/span><\/p>\n<\/div>\n
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By understanding that the use of your data requires your confidence, we follow the current regulations and the appropriate procedures in the treatment and data protection. Find more here.<\/a><\/p>\n<\/div>\n
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\n $\"\"$ <\/p>\n

\n<\/p>\n","protected":false},"excerpt":{"rendered":"
LOOP – PROGRAMA DE CAPACITA\u00c7\u00c3O DE MENTORES O QUE \u00c9 O PROGRAMA LOOP DE CAPACITA\u00c7\u00c3O DE MENTORES? O Programa de Capacita\u00e7\u00e3o de Mentores LOOP tem como objetivo proporcionar aos professores oportunidades para diversificarem as suas fun\u00e7\u00f5es, servindo como mentores dos seus pares, apoiando a sua indu\u00e7\u00e3o. A forma\u00e7\u00e3o dos mentores \u00e9 um fator crucial para […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/empowering-teachers.eu\/pt-pt\/wp-json\/wp\/v2\/pages\/9535"}],"collection":[{"href":"https:\/\/empowering-teachers.eu\/pt-pt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/empowering-teachers.eu\/pt-pt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/empowering-teachers.eu\/pt-pt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/empowering-teachers.eu\/pt-pt\/wp-json\/wp\/v2\/comments?post=9535"}],"version-history":[{"count":32,"href":"https:\/\/empowering-teachers.eu\/pt-pt\/wp-json\/wp\/v2\/pages\/9535\/revisions"}],"predecessor-version":[{"id":12430,"href":"https:\/\/empowering-teachers.eu\/pt-pt\/wp-json\/wp\/v2\/pages\/9535\/revisions\/12430"}],"wp:attachment":[{"href":"https:\/\/empowering-teachers.eu\/pt-pt\/wp-json\/wp\/v2\/media?parent=9535"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}