THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/3084 |
Resumo: | This article aims to understand the studies that circulate in the academic world and deal with the training and monitoring of teachers in a period of professional insertion, systematizing researches in this specific area, in Brazilian universities, to map the existence of policies and proposals for monitoring these professionals. Therefore, a theoretical survey was carried out based on the consultation of theses in the CAPES Theses and Dissertations Catalog, defended between 2013 and 2017, using the search term “beginner teacher”. The survey, carried out in July 2018, resulted in the listing of 699 theses. Afterward, we started the process of reading the theses abstracts, trying to identify those that dealt with the training of teachers in a period of professional insertion, considering they have dealt with teachers at the beginning of their career, in Kindergarten and the early years of Elementary School; graduates from the Pedagogy course; and that disseminate training proposals prepared for those teachers. We arrived at four works which have dealt with the subject and stated that the proposals for monitoring teachers in the process of entering the career are fundamental for strengthening their confidence in the actions they develop, minimizing the impacts of the difficulties present in this period, and offering conditions and support so they don't give up on the profession. The verification of the small number of researches that deal with the monitoring of teachers in a period of insertion in the career reiterates the importance of proposals for training and monitoring these teachers. |
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THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTIONRELEVAMIENTO TEÓRICO DE INVESTIGACIÓN SOBRE DOCENTES EN FASE DE INGRESO PROFESIONALLEVANTAMENTO TEÓRICO DE PESQUISAS SOBRE PROFESSORES EM FASE DE INSERÇÃO PROFISSIONALformação docenteacompanhamento docenteinserção na carreirateacher trainingteacher supportcareer insertionformación docenteacompañamiento docenteinserción profesionalThis article aims to understand the studies that circulate in the academic world and deal with the training and monitoring of teachers in a period of professional insertion, systematizing researches in this specific area, in Brazilian universities, to map the existence of policies and proposals for monitoring these professionals. Therefore, a theoretical survey was carried out based on the consultation of theses in the CAPES Theses and Dissertations Catalog, defended between 2013 and 2017, using the search term “beginner teacher”. The survey, carried out in July 2018, resulted in the listing of 699 theses. Afterward, we started the process of reading the theses abstracts, trying to identify those that dealt with the training of teachers in a period of professional insertion, considering they have dealt with teachers at the beginning of their career, in Kindergarten and the early years of Elementary School; graduates from the Pedagogy course; and that disseminate training proposals prepared for those teachers. We arrived at four works which have dealt with the subject and stated that the proposals for monitoring teachers in the process of entering the career are fundamental for strengthening their confidence in the actions they develop, minimizing the impacts of the difficulties present in this period, and offering conditions and support so they don't give up on the profession. The verification of the small number of researches that deal with the monitoring of teachers in a period of insertion in the career reiterates the importance of proposals for training and monitoring these teachers. Este artículo tiene como objetivo comprender los estudios que circulan en el medio académico y que discuten la formación y el acompañamiento de los docentes en el período de inserción profesional, sistematizando las investigaciones en esta área específica, en universidades brasileñas, con la intención de mapear la existencia de políticas y propuestas de acompañamiento de esos profesionales. Para ello, se realizó un levantamiento teórico a partir de una consulta de diferentes tesis en el Catálogo de Tesis y Disertaciones de la CAPES, defendidas entre 2013 y 2017, utilizando el término de búsqueda “docente principiante”. La consulta, realizada en julio de 2018, arrojó una lista de 699 tesis. Posteriormente, iniciamos el proceso de lectura de los resúmenes de tesis, buscando identificar aquellos que versan sobre la formación de docentes en el período de inserción profesional, considerando que fueran docentes en el inicio de su carrera, en la Educación Infantil y en los primeros años de la Enseñanza Primaria; y que presentaron propuestas de formación construidas para esos profesores. Encontramos cuatro tesis que abordan el tema y que plantean que las propuestas para acompañar a los docentes en el proceso de inserción en la carrera son fundamentales para fortalecer la confianza en las acciones que realizan, minimizando los impactos de las dificultades presentes en ese período y ofreciendo condiciones y apoyo para que no desistan de la profesión. La constatación del reducido número de investigaciones que discuten el acompañamiento de los profesores en el período de inserción en la carrera reitera la importancia de las propuestas de formación y acompañamiento de estos docentes.Este artigo objetiva compreender os estudos que circulam no meio acadêmico e que tratam da formação e acompanhamento de professores em período de inserção profissional, sistematizando as pesquisas nessa área específica, nas universidades brasileiras, com o intuito de mapear a existência de políticas e propostas de acompanhamento desses profissionais. Para tanto, foi realizado um levantamento teórico que se configurou a partir de consulta de teses no Catálogo de Teses e Dissertações da CAPES, defendidas entre 2013 e 2017, utilizando-se o termo de busca “professor iniciante”. A consulta, realizada em julho de 2018, teve como resultado a listagem de 699 teses. Posteriormente, iniciamos o processo de leitura dos resumos das teses procurando identificar aquelas que tratassem da formação de professores em período de inserção profissional, considerando que tratassem de professores, em início de carreira, na Educação Infantil e anos iniciais do Ensino Fundamental; egressos do curso de Pedagogia; e que divulgassem propostas de formação elaboradas para aqueles docentes. Chegamos a quatro trabalhos que tratavam da temática e que afirmaram que as propostas de acompanhamento de professores em processo de inserção na carreira são fundamentais para o fortalecimento da confiança nas ações que desenvolvem, minimizando os impactos das dificuldades presentes nesse período e oferecendo condições e suporte para que não desistam da profissão. A constatação do pequeno número de pesquisas que tratam sobre o acompanhamento de professores em período de inserção na carreira reitera a importância de propostas de formação e acompanhamento destes professores.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-10-22info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/308410.1590/SciELOPreprints.3084porhttps://preprints.scielo.org/index.php/scielo/article/view/3084/5546Copyright (c) 2021 Carla Andréa Brande, Laura Noemi Chaluhhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBrande, Carla AndréaChaluh, Laura Noemi reponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-10-20T00:30:56Zoai:ops.preprints.scielo.org:preprint/3084Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-10-20T00:30:56SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION RELEVAMIENTO TEÓRICO DE INVESTIGACIÓN SOBRE DOCENTES EN FASE DE INGRESO PROFESIONAL LEVANTAMENTO TEÓRICO DE PESQUISAS SOBRE PROFESSORES EM FASE DE INSERÇÃO PROFISSIONAL |
title |
THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION |
spellingShingle |
THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION Brande, Carla Andréa formação docente acompanhamento docente inserção na carreira teacher training teacher support career insertion formación docente acompañamiento docente inserción profesional |
title_short |
THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION |
title_full |
THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION |
title_fullStr |
THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION |
title_full_unstemmed |
THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION |
title_sort |
THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION |
author |
Brande, Carla Andréa |
author_facet |
Brande, Carla Andréa Chaluh, Laura Noemi |
author_role |
author |
author2 |
Chaluh, Laura Noemi |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Brande, Carla Andréa Chaluh, Laura Noemi |
dc.subject.por.fl_str_mv |
formação docente acompanhamento docente inserção na carreira teacher training teacher support career insertion formación docente acompañamiento docente inserción profesional |
topic |
formação docente acompanhamento docente inserção na carreira teacher training teacher support career insertion formación docente acompañamiento docente inserción profesional |
description |
This article aims to understand the studies that circulate in the academic world and deal with the training and monitoring of teachers in a period of professional insertion, systematizing researches in this specific area, in Brazilian universities, to map the existence of policies and proposals for monitoring these professionals. Therefore, a theoretical survey was carried out based on the consultation of theses in the CAPES Theses and Dissertations Catalog, defended between 2013 and 2017, using the search term “beginner teacher”. The survey, carried out in July 2018, resulted in the listing of 699 theses. Afterward, we started the process of reading the theses abstracts, trying to identify those that dealt with the training of teachers in a period of professional insertion, considering they have dealt with teachers at the beginning of their career, in Kindergarten and the early years of Elementary School; graduates from the Pedagogy course; and that disseminate training proposals prepared for those teachers. We arrived at four works which have dealt with the subject and stated that the proposals for monitoring teachers in the process of entering the career are fundamental for strengthening their confidence in the actions they develop, minimizing the impacts of the difficulties present in this period, and offering conditions and support so they don't give up on the profession. The verification of the small number of researches that deal with the monitoring of teachers in a period of insertion in the career reiterates the importance of proposals for training and monitoring these teachers. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/3084 10.1590/SciELOPreprints.3084 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/3084 |
identifier_str_mv |
10.1590/SciELOPreprints.3084 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/3084/5546 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Carla Andréa Brande, Laura Noemi Chaluh https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Carla Andréa Brande, Laura Noemi Chaluh https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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