The Role of the Pedagogical Coordinator in Supporting Novice Teachers: a dialogic approach inspired by Paulo Freire
The beginning of teaching presents challenges and requires effective pedagogical practices. This study analyzes how pedagogical support based on Paulo Freire’s concept of dialogicity contributes to the development and retention of novice teachers. The literature review highlights the importance of t...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/18984 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/18984 |
| Access Level: | acceso abierto |
| Palabra clave: | Profesores novatos Conocimiento pedagógico Dialogicidad Paulo Freire Formación docente Novice teachers Pedagogical support Dialogicity Enseignants débutants Soutien pédagogique Dialogicité Formation des enseignants Professores iniciantes Suporte pedagógico Dialogicidade Formação docente Insegnanti principianti Supporto pedagogico Dialogicità Formazione degli insegnanti |
| Sumario: | The beginning of teaching presents challenges and requires effective pedagogical practices. This study analyzes how pedagogical support based on Paulo Freire’s concept of dialogicity contributes to the development and retention of novice teachers. The literature review highlights the importance of the pedagogical coordinator as a mediator, promoting a critical and collaborative educational practice. |
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