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Neste artigo analiso interações em um chat com professores de matemática. O foco da análise está nas funções do formador para interagir nesse tipo de bate-papo. É feito um estudo de caso e o chat é considerado a unidade de análise. A aprendizagem é entendida como formas imersivas de interação e de participação no ambiente virtual constituído. A investigação ressalta a importância da dimensão discursiva na constituição das funções do formador. Funções essas que podem ser: criatividade para elaborar atividades; iniciativa para motivar constantemente os indivíduos; solicitação de exemplos, posicionamentos, reflexões coletivas, análises e contrastes; ratificação e relativização de posicionamentos e descobertas; solicitação de informações da prática e promoção de processos autorreflexivos.In this paper I analyze interactions within a chat with mathematics teachers. The analysis was focused on the roles of the trainer to interact in this kind of environment. A case study is done and the chat is considered the unit of analysis. Learning is understood as an immersive way of interaction and participation in the constituted virtual environment. The research underscores the importance of the discursive dimension on the constitution of the trainer functions. These functions can be: creativity to elaborate activities; initiative to motivate continuously the individuals; asking for examples, engagements and collective reflections, analyses and contrasts; ratification and relativity of ideas and discoveries; asking for information from practice and promoting self-reflective processes.

While undertaking interviews with emotional intelligence (EI) trainers in New Zealand it emerged that they were coming from different perspectives, a discovery that challenges the tacit assumption of homogeneity amongst EI trainers. This finding has implications for how Human Resource practitioners engage EI trainers in staff development in their organisation. The research sought to answer the question: "What bearing does emotional intelligence trainer roles have on emotional intelligence training?" Three roles surfaced, that of 'academic, practitioner and consultant' EI trainers, which were based on the title EI trainers used to describe their role and relationship to their client organisation, and in the way they carried out their EI training work. The findings offer Human Resource managers understanding that different EI trainer roles likely fulfil different training needs within organisations, and that an EI trainer's role brings with it a unique perspective that if understood and applied, would increase 'fit' for an organisation's EI training needs. [ABSTRACT FROM AUTHOR]