Insertion of early-career teachers in University Education

• Autor(a) principal: Hees, Luciane Weber Baia
• Data de Publicação: 2018
• Outros Autores: André, Marli Eliza Dalmazo Afonso de, Souza, Francislê Neri de, Souza, Dayse Cristine Dantas Brito Neri de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v10i5.11119

This article presents a research carried out with Higher Education teachers in their process of professional insertion. The purpose of this study was to propose some elements for the implementation of a support program for beginning teachers in Higher Education, based on the understanding that teachers, when they begin teaching, need support and assistance. This is a qualitative study based on the analysis of some training proposals already offered, and we listened to 12 beginning teachers to identify their training needs. Thematic axes were established in the data analysis, which addressed academic qualification, didactic-pedagogical training, and programs of assistance and support for the beginning teacher, to understand what are the factors that support the insertion of beginner teachers in higher education. The results indicated that the main aspects that can be strengthened by the institutions at the moment of joining the teaching are: To enable the teachers to use the andragogy method; the articulation between theoretical and practical aspects of teaching, discussion groups so that teachers can discuss their pedagogical activities with other teachers; mentoring program; Virtual Portal of Support to the Beginning Teacher; specialized library specific to the teacher; Reception through research groups; program of psychological support to the beginning teacher. It is concluded that these aspects can be achieved with an institutional program of professional insertion for the professional development of the teachers starting in Higher Education.