REFLEXIVE diary: initial writing process of two beginning mentors

Abstract

We aimed to identify and characterize the levels of reflection expressed in the initial process of writing reflective diaries of two experienced teachers, during their first year as mentors in a Mentoring Program. We adopted written narratives as the research instrument. The data revealed that the writing process involved, mainly, elements coming from professional and formative experiences prior to the mentoring practice. Also, although there is no sequence in 'hierarchical levels' in the reflective processes concerning the writing of the diaries, the critical reflective narratives are evidenced around specific knowledge from the areas of training and teaching performance of the mentors, in the construction of meanings for the practice in mentoring.