The professional teaching initiation and its relationship with the emotional dimension

• Autor(a) principal: Nogaro, Arnaldo
• Data de Publicação: 2021
• Outros Autores: Fussinger, Luana, Wisniewski, Miriam Salete Wilk
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/48750
• topic: beginner teacher; teaching profession; emotions.; profesor principiante; profesión docente; las emociones.; professor iniciante; profissão docente; emoções.

The insertion in the school as a teacher requires, among many things, that the beginning teacher relates the knowledge from the initial formation with the demands of the practice and the school context. However, how the insertion has occurred does not allow this movement, making the obstacles and difficulties encountered are greater than the support and assistance that the teacher finds. Therefore, the theme of the present article deals with the beginning teacher in the relation of the first years of the teaching profession, focusing on the emotional dimension, to show an interface that can be determinant for the teacher to enter with confidence in the profession, and to feel motivated to remain in it. The methodological approach, with a qualitative character, contemplates the accomplishment of a bibliographic study. In proposing the discussion about the emotional dimension in the first years of teaching, it was observed, above all, that the emotions, as well as the feelings originated, constitute the personal and professional identity of the subject, the person-teacher and their initial experiences. Therefore, it is believed that balance and maturity in the emotional field are a necessary provision for the beginning teacher, since, with the security obtained from this perspective, the teacher will be able to deal with his feelings, act with greater empathy and, for personal and also in the professional context.