THEORETICAL SURVEY OF RESEARCH ON TEACHERS IN THE PERIOD OF PROFESSIONAL INSERTION

• Autor(a) principal: Brande, Carla Andréa
• Data de Publicação: 2021
• Outros Autores: Chaluh, Laura Noemi
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3084
• topic: formação docente; acompanhamento docente; inserção na carreira; teacher training; teacher support; career insertion; formación docente; acompañamiento docente; inserción profesional

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.