Um passo importante no desenvolvimento profissional dos professores: O ano de Indução

• Autor(a) principal: Alarcão, Isabel
• Data de Publicação: 2014
• Outros Autores: Roldão, Maria do Céu
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.14/22597
• topic: Induction; Probation year; In-service training; Supervision; Indução; Ano probatório; Formação em contexto; Supervisão

Knowlege of educational contexts and educational research exhibit teachers’difficulties when first coping with professional reality, what has led several countries to implementing indution programes, which have assumed diferente logics: compulsory versus voluntary, acritical socialization versus professional development, informal versus formal processes, emphasis on formation versus emphasis on evaluation. Taking into account that induction operates within actual working contexts of teachers, it has to be located somewhere along the continuum between pre-service and in-service training. Various factors seem to interfere with its success: institutional support ensured by the quality of mentors (who support the beginning teachers in school): training centered on the actual professional activity; capacity for self formation; peers collaborative work; schools climate. A critical analytical description of a research and supervision program developed to support the Portuguese probation period in 2009-2010 is provided; the program is in agreement with the legal determination that requires induction for teachers who want to have access to a full position in their career.