A A study on the influence of a mentoring program on the motivation to persist in a physics teacher training course during the Emergency Remote Teaching
Um estudo sobre a influência de um programa de mentoria na motivação para a persistência de Licenciandos em Física durante o Ensino Remoto Emergencial
DOI:
https://doi.org/10.1590/1983-21172022240135Keywords:
Mentoring, Student Persistence, Physics Teacher TrainingAbstract
Difficulties in adapting to the university context often influence freshmen's motivation to persist. A mentoring program can promote persistence by easing the difficulties in the transition to the University. Based on this, a study was carried out in a mentoring program of the OMITTED course. For this, a questionnaire was applied and interviews were carried out based on the Vincent Tinto's Model of Student Motivation and Persistence. The research was guided by the following research question: How the actions promoted by a mentoring program influence the motivation for the persistence of undergraduates in Physics? It was identified that the mentoring can influence freshmen's motivations to persist when mentors: prepare them for assessments; provide course and institution information; and inspire and motivate the freshman to continue on to graduation.
Downloads
References
Albanaes, P., Bardagi, M., De Luca, G. G. & Girelli, S. (2014). Do Trote à Mentoria: Levantamento das Possibilidades de Acolhimento ao Estudante Universitário. Revista Brasileira de Orientação Profissional [online], 15(2), 143-152.
Bandura, A. (1989). Human agency and social cognitive theory. American Psychology, 44, 1175-1184.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman.
Bean, J., Eaton, S. (2000). A Psychological model of college student retention. In: Braxton, J. M. (Ed.). Reworking the student departure puzzle Nashville: Vanderbilt University Press, 1, 48-61.
Bradbury, L. U. (2010). Educative mentoring: Promoting reform‐based science teaching through mentoring relationships. Science Education, 94(6), 1049-1071. https://doi.org/10.1002/sce.20393
» https://doi.org/10.1002/sce.20393
Botti, S. H. D. O., & Rego, S. (2008). Preceptor, supervisor, tutor e mentor: quais são seus papéis?. Revista brasileira de educação médica, 32(3), 363-373. https://doi.org/10.1590/S0100-55022008000300011
» https://doi.org/10.1590/S0100-55022008000300011
Boysen, G. (2012). Teacher and student perceptions of microaggressions in college classrooms. College Teaching, 60(3), 122-129.
Boysen, G., Vogel, D., Cope, M., & Hubbard, A. (2009). Incidents of bias in college classrooms: Instructor and student perceptions. Journal of Diversity in Higher Education, 2(4), 219-231.
Budny, D., Paul, C. A., & Bon, L. (2006). The impact peer mentoring can have on freshman students. In Proceedings. Frontiers in Education 36th Annual Conference, 1-6. IEEE. https://doi.org/10.1109/FIE.2006.322596
» https://doi.org/10.1109/FIE.2006.322596
Chavous, T. (2005). An intergroup contact-theory framework for evaluating racial climate on predominantly white college campuses. American Journal of Community Psychology, 36(3/4), 239-257.
Chester, A., Burton, L. J., Xenos, S., & Elgar, K. (2013). Peer mentoring: Supporting successful transition for first year undergraduate psychology students. Australian Journal of Psychology, 65(1), 30-37. https://doi.org/10.1111/ajpy.12006
» https://doi.org/10.1111/ajpy.12006
Crisp, G. & Nora, A. (2007). Mentoring students: Conceptualizing and validating the multi-dimensions of a support system. Journal of College Student Retention: Research, Theory & Practice, 9(3), 337-356. https://doi.org/10.2190/CS.9.3.e
» https://doi.org/10.2190/CS.9.3.e
Collings, R., Swanson, V., & Watkins, R. (2014). The impact of peer mentoring on levels of student wellbeing, integration and retention: a controlled comparative evaluation of residential students in UK higher education. Higher Education, 68(6), 927-942. https://doi.org/10.1007/s10734-014-9752-y
» https://doi.org/10.1007/s10734-014-9752-y
de Oliveira, C. T., & Dias, A. C. G. (2014). Dificuldades na trajetória universitária e rede de apoio de calouros e formandos. Psico, 45(2), 187-197.
Eika, E. (2021). Learning in Higher Education Under the Covid-19 Pandemic: Were Students More Engaged or Less?
Estevam, C., Basilio, A. J., Sticca, M. G., & Versuti, F. M. (2018). Programa de tutoría por pares en la enseñanza superior: Estudio de caso. Revista Brasileira de Orientação Profissional, 19(2), 185-195. http://dx.doi.org/1026707/1984-7270/2019v19n2p185
» https://doi.org/1026707/1984-7270/2019v19n2p185
Fior, C. A. (2017). Contribuições da monitoria e da tutoria entre pares para a permanência do estudante no ensino superior: análise de publicações do CLABES de 2011 a 2014. In: Congressos CLABES
Franco, B. V. D. E., Moraes, K. R. D. M., Oliveira, T. E. D., & Heidemann, L. A. (2022). Evasão e persistência estudantil em cursos de graduação das áreas de ciências e matemática: uma revisão da literatura. Investigações em ensino de ciências Porto Alegre. 27(1), 272-307.
Frick, T., Chadha, R., Watson, C., Wang, Y., & Green, P. (2009). College student perceptions of teaching and learning quality. Association for Educational Communities and Technology, 57(5), 705-720.
Graham, M., Frederick, J., Byars-Winston, A., Hunter, A., & Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341(6153 ), 1455-1456.
Heidemann, L. A., & Espinosa, T. (2020). A evasão nos cursos de graduação: como entender o problema?. Revista Educar Mais. Pelotas, RS 4(3), 451-459.
Moraes, K. R. D. M. (2020). Uma investigação exploratória sobre as implicações das experiências de primeiro semestre de curso na decisão de evadir ou persistir dos estudantes de licenciatura em física da UFRGS
Moura, C., Camel, T., & Guerra, A. (2020). A Natureza da Ciência pelas lentes do currículo: normatividade curricular, contextualização e os sentidos de ensinar sobre ciências. Ensaio Pesquisa em Educação em Ciências(Belo Horizonte), 22, e15631, 1-27. https://doi.org/10.1590/1983-21172020210114
» https://doi.org/10.1590/1983-21172020210114
Nunes, R. C. (2021). Um olhar sobre a evasão de estudantes universitários durante os estudos remotos provocados pela pandemia do COVID-19. Research, Society and Development, 10(3), e1410313022. http://dx.doi.org/10.33448/rsd-v10i3.13022
» https://doi.org/10.33448/rsd-v10i3.13022
Perin, D. (2014). Facilitating student learning through contextualization. In S. Armstrong, N. Stahl & H. Boylan (Eds.), Teaching developmental reading(2nd ed.). New York, NY: MacMillan Publishing
Perin, D., Hare Bork, R., Peverly, S., & Mason, L. (2013). Contextualized curricular supplement for developmental reading and writing. Journal of College Reading and Learning, 43(2), 8-38.
Reinholz, D. & Zaniewski, A. M.(2016). Increasing STEM success: a near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0043-2
» https://doi.org/10.1186/s40594-016-0043-2
Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19(3), 254-269. https://doi.org/10.1177%2F152102511562191
» https://doi.org/10.1177%2F152102511562191
Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Atrittion. 2nd Edition.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of educational research, 45(1), 89-125. https://doi.org/10.3102%2F00346543045001089
» https://doi.org/10.3102%2F00346543045001089
Van Gennep, A. 1960. The rites of passage Translated by M. Vizedon and G. Caffee. Chicago: University of Chicago Press. Originally published as Les rites de passage. Paris: Nourry, I909.
Voltmer, E. S. Köslich-Strumann, A. Walther, M. Kasem, K. Obst e T. Kötter. (2021). The impact of the COVID-19 pandemic on stress, mental health and coping behavior in German University students-a longitudinal study before and after the onset of the pandemic. BMC Public Health 21
Yin, R. K. (2015). Qualitative research from start to finish Guilford publications.