Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers

Detalhes bibliográficos
Autor(a) principal: Campos, Alessandra Bernardes Faria
Data de Publicação: 2023
Outros Autores: Diniz-Pereira, Júlio Emílio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/22342
Resumo: A fundamental milestone in teacher education is career entry. It is a moment of rapid and intense teaching learning that often happens under strong pressure and without any support. Supported by references from teacher education and studies on beginner teachers, we analyzed the trajectory of young Geography teachers in the metropolitan region of Belo Horizonte, in the state of Minas Gerais, in Brazil. Through data produced from questionnaires and semi-structured interviews, we analyzed the processes of professional insertion of these teachers, identifying difficulties faced and paths built to follow in the profession, as well as consequences of these forms of insertion for schoolteachers. Identifying objects, sources, and learning processes of these teachers allowed a broad and problematizing analysis of the teacher education process at this stage of the teachers’ life cycle, pointing to the need to build forms of insertion in teaching that are different from those that have predominated in Brazilian schools.
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spelling Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careersAprender la professión docente "en la practica”: apuntes y problematizaciones en torno de la formación de professoras/es de Geografía al inicio de su carreraAprender a profissão docente “na prática”: apontamentos e problematizações em torno da formação de professoras/es de Geografia em início de carreiraBeginner Geography TeachersTeaching LearningTeacher EducationProfesores principiantes de GeografíaAprendizaje de la docenciaFormación de profesoresProfessores iniciantes de GeografiaAprendizagem da docênciaFormação de professoresA fundamental milestone in teacher education is career entry. It is a moment of rapid and intense teaching learning that often happens under strong pressure and without any support. Supported by references from teacher education and studies on beginner teachers, we analyzed the trajectory of young Geography teachers in the metropolitan region of Belo Horizonte, in the state of Minas Gerais, in Brazil. Through data produced from questionnaires and semi-structured interviews, we analyzed the processes of professional insertion of these teachers, identifying difficulties faced and paths built to follow in the profession, as well as consequences of these forms of insertion for schoolteachers. Identifying objects, sources, and learning processes of these teachers allowed a broad and problematizing analysis of the teacher education process at this stage of the teachers’ life cycle, pointing to the need to build forms of insertion in teaching that are different from those that have predominated in Brazilian schools.Un marco fundamental en la formación docente es el ingreso en la carrera. Es un momento de aprendizaje rápido e intenso de la docencia que muchas veces ocurre bajo fuerte presión y sin el debido apoyo. Fundamentados en referentes de la formación docente y de estudios sobre iniciación docente, analizamos la trayectoria de jóvenes profesores de Geografía en la región metropolitana de Belo Horizonte, en Brasil. A través de datos producidos a partir de cuestionarios y estrevistas semiestructuradas, analizamos los procesos de inserción profesional de estos sujetos, identificando dificultades enfrentadas y caminos construidos para seguir en la profesión, así como consecuencias de esas formas de inserción para profesores y para la docencia. La indentificación de objectos, fuentes y procesos de aprendizaje de estos docentes permitió un análisis amplio y problematizador de los procesos de formación en esta etapa del ciclo de vida docente, apuntando a la necesidad de construir formas de inserción en la docencia diferentes a las que han predominado en las escuelas brasileñas.Um marco fundamental da formação docente é a entrada na carreira. Trata-se de um momento de rápida e intensa aprendizagem da docência que acontece, frequentemente, sob forte pressão e sem devido acompanhamento ou apoio. Amparados em referências da formação docente e estudos sobre iniciação à docência, analisamos a trajetória de jovens professores de Geografia na região metropolitana de Belo Horizonte. Por meio de dados produzidos a partir de questionários e entrevistas semiestruturadas, analisamos os processos de inserção profissional desses sujeitos, identificando dificuldades enfrentadas e caminhos construídos para seguir na profissão, assim como desdobramentos dessas formas de inserção para os docentes e a docência. Identificar objetos, fontes e processos de aprendizagens desses docentes permitiu uma ampla e problematizadora análise dos processos formativos nessa etapa do ciclo de vida dos professores, apontando para a necessidade de construção de formas de inserção na docência distintas das que têm predominado hoje nas escolas brasileiras.Editora UEPG2023-12-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/2234210.5212/OlharProfr.v.26.22342.061Olhar de Professor; Bd. 26 (2023): Publicação contínua; 1-15Olhar de Professor; Vol. 26 (2023): Continuous Publication; 1-15Olhar de Professor; Vol. 26 (2023): Publicación Continua; 1-15Olhar de Professor; Vol. 26 (2023): Publicação contínua; 1-15Olhar de Professor; v. 26 (2023): Publicação contínua; 1-151984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/22342/209209218117Copyright (c) 2023 Alessandra Bernardes Faria Campos, Prof. Dr. Júlio Emílio Diniz-Pereirahttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessCampos, Alessandra Bernardes FariaDiniz-Pereira, Júlio Emílio2024-02-09T00:07:05Zoai:uepg.br:article/22342Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2024-02-09T00:07:05Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers
Aprender la professión docente "en la practica”: apuntes y problematizaciones en torno de la formación de professoras/es de Geografía al inicio de su carrera
Aprender a profissão docente “na prática”: apontamentos e problematizações em torno da formação de professoras/es de Geografia em início de carreira
title Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers
spellingShingle Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers
Campos, Alessandra Bernardes Faria
Beginner Geography Teachers
Teaching Learning
Teacher Education
Profesores principiantes de Geografía
Aprendizaje de la docencia
Formación de profesores
Professores iniciantes de Geografia
Aprendizagem da docência
Formação de professores
title_short Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers
title_full Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers
title_fullStr Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers
title_full_unstemmed Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers
title_sort Learning the teaching profession “in practice”: notes and questions about the education of Geography teachers at the beginning of their careers
author Campos, Alessandra Bernardes Faria
author_facet Campos, Alessandra Bernardes Faria
Diniz-Pereira, Júlio Emílio
author_role author
author2 Diniz-Pereira, Júlio Emílio
author2_role author
dc.contributor.author.fl_str_mv Campos, Alessandra Bernardes Faria
Diniz-Pereira, Júlio Emílio
dc.subject.por.fl_str_mv Beginner Geography Teachers
Teaching Learning
Teacher Education
Profesores principiantes de Geografía
Aprendizaje de la docencia
Formación de profesores
Professores iniciantes de Geografia
Aprendizagem da docência
Formação de professores
topic Beginner Geography Teachers
Teaching Learning
Teacher Education
Profesores principiantes de Geografía
Aprendizaje de la docencia
Formación de profesores
Professores iniciantes de Geografia
Aprendizagem da docência
Formação de professores
description A fundamental milestone in teacher education is career entry. It is a moment of rapid and intense teaching learning that often happens under strong pressure and without any support. Supported by references from teacher education and studies on beginner teachers, we analyzed the trajectory of young Geography teachers in the metropolitan region of Belo Horizonte, in the state of Minas Gerais, in Brazil. Through data produced from questionnaires and semi-structured interviews, we analyzed the processes of professional insertion of these teachers, identifying difficulties faced and paths built to follow in the profession, as well as consequences of these forms of insertion for schoolteachers. Identifying objects, sources, and learning processes of these teachers allowed a broad and problematizing analysis of the teacher education process at this stage of the teachers’ life cycle, pointing to the need to build forms of insertion in teaching that are different from those that have predominated in Brazilian schools.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PDF text
Texto PDF
Texto PDF
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/22342
10.5212/OlharProfr.v.26.22342.061
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/22342
identifier_str_mv 10.5212/OlharProfr.v.26.22342.061
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/22342/209209218117
dc.rights.driver.fl_str_mv Copyright (c) 2023 Alessandra Bernardes Faria Campos, Prof. Dr. Júlio Emílio Diniz-Pereira
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Alessandra Bernardes Faria Campos, Prof. Dr. Júlio Emílio Diniz-Pereira
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 26 (2023): Publicação contínua; 1-15
Olhar de Professor; Vol. 26 (2023): Continuous Publication; 1-15
Olhar de Professor; Vol. 26 (2023): Publicación Continua; 1-15
Olhar de Professor; Vol. 26 (2023): Publicação contínua; 1-15
Olhar de Professor; v. 26 (2023): Publicação contínua; 1-15
1984-0187
1518-5648
reponame:Olhar de Professor (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
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instname_str Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Olhar de Professor (Online)
collection Olhar de Professor (Online)
repository.name.fl_str_mv Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv olhardeprofessor@uepg.br||
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