MENTORING IN THE PROFESSIONAL DEVELOPMENT OF TEACHERS RELATED TO THE PLANNING OF THEIR CLASSES, INTEGRATING TECHNOLOGIES

Abstract

This article refers to Mentoring in the professional development of teachers in relation to the planning of their classes with the integration of technologies. The research follows a qualitative approach and the context was a practice carried out with two mathematics teachers from Basic Education, from the Public Network, from weekly meetings that extended over the period of 7 meetings, requiring adaptations in practices as a result of the COVID Pandemic. -19. The general objective was to identify how the mentoring strategy can influence the professional development of Mathematics teachers in relation to the planning of their classes with the integration of technologies. Based on the study carried out, it was possible to understand that mentoring is an effective strategy for the integration of technological tools in the planning of mathematics classes, effectively cooperating in the development of well-designed plans. There are very significant results regarding the safer posture of the educators, after practices, analyzes and reflections, understanding the need for care in planning to develop the desired objectives in their classes.