Desafios enfrentados pelo professor iniciante e o papel da coordenação pedagógica-educacional

• Autor(a) principal: Oliveira, Larissa Negreiros
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/31391
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL; Professor iniciante; Coordenação pedagógica-educacional; Carreira docente; Formação continuada; The beginning teacher; Pedagogical-educational coordinator; Teaching career; Continued education

The newly graduated teacher in a degree course enters the job market with the desire to develop professionally and to receive clear guidelines about his role within an educational institution; however, the beginning of the career reveals to be a challenging moment in which the teacher must learn to deal with his own insecurities in the classroom until he consolidates his identity and establishes his own pedagogical repertoire. Facing this scenario of uncertainties, the pedagogical-educational coordinator would have the role of welcoming the beginning teacher and guiding him. The present paper aims to investigate proposals for continued education developed by the pedagogical coordinator that may help the beginning teacher to develop a good job in the educational institution. The methodology adopted is based on documental and bibliographic references and is qualitative in nature. Based on the study of works by authors such as Vera Maria Nigro de Souza Placco, Laurinda Ramalho de Almeida, António Nóvoa and Francisco Imbernón; it was possible to observe the relationship between the follow-up carried out by the pedagogical-educational coordination in overcoming the challenges faced by the beginning teacher and the influence that a continuous in-service training based on the collaboration of all its participants can contribute to the transformation of practices within the school, and configure an enriching means of exchange between experienced teachers and those who are beginning their careers. Finally, the study revealed that the beginning teacher will be able to develop personally and professionally by taking ownership of his or her responsibilities in the school daily life, reflecting on his practice with the pedagogical - educational coordinator and with the teaching staff, participating actively in in-service training, being committed to his own studies, and walking the path toward self-knowledge