Teachers support at the beginning of the career: a training proposal
DOI:
https://doi.org/10.18675/1981-8106.v32.n.65.s16536Keywords:
Teachers at Beginning of the Career. Teacher Support. Teacher Taining. School.Abstract
The literature on the beginning of the teaching career in Brazil shows that there are few policies and teacher training programs that seek to alleviate the situations experienced by teachers in the school context. This article aims to analyze the contributions to the constitution of teachers participating in a training course offered to teachers at the beginning of their careers, linked to a Municipal Department of Education in the interior of the state of São Paulo (Brazil). It addresses the organization and composition of the work developed together with these teachers who, based on training sustained in dialogue, instituted a follow-up process that leveraged the teaching constitution. The first author of this work considered the training course as an object of study of a narrative research, that is, the lived experience itself. To compose this work, materials produced by professors in the period of insertion in the career were shared, derived from writing proposals instituted in the course. Considering the evidential paradigm, the writings highlight: - the urgency of monitoring for teachers at the beginning of their careers; - the difficulties experienced by teachers in the period of insertion in the career; - training paths for these teachers.
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