Professional insertion and the organization of school pedagogical work: implications for teacher education
The objective of this work is to analyze the relationship between the process of teaching professional insertion, the organization of school pedagogical work and the indications for support programs for teacher training. The work starts from an expanded concept of teaching insertion, in the perspect...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Universidade Estadual Paulista (UNESP) |
| Repository: | EDUCAÇÃO: Teoria e Prática |
| Language: | Portuguese English |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/16580 |
| Online Access: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/16580 |
| Access Level: | Open access |
| Keyword: | Professores ingressantes. Inserção à docência. Formação docente. Redes de apoio. Beginning Teachers. Insertion into Teaching. Teacher Education. Support Networks. Profesores principiantes. Inserción en la Docência. Formación de Professores. Redes de Apoyo. |
| Summary: | The objective of this work is to analyze the relationship between the process of teaching professional insertion, the organization of school pedagogical work and the indications for support programs for teacher training. The work starts from an expanded concept of teaching insertion, in the perspective presented by Oliveira and Cruz (2017), differentiating itself from teaching initiation and distinguishing new teachers based on their previous teaching experiences when they enter the school. Dialogues with authors who deal with insertion into teaching, such as Marcelo (2009), Vaillant and Marcelo (2012), Akkari and Tardif (2011) and others. Data were collected through questionnaires and interviews with incoming teachers and school managers. The analysis was organized considering the processes of professional insertion from three dimensions: interaction between curriculum, planning and evaluation; teacher-student relationship; implications of training actions for new teachers within schools. The results indicate the need for differentiated propositions for the support programs for teachers due to the previous experiences of the newcomers, from which the demands for teacher training emerge in the face of the organization of school pedagogical work. |
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