Beginning teachers and co-training: indications for public policies on continuing training

• Autor(a) principal: Oliveira, Sandra de
• Data de Publicação: 2022
• Outros Autores: Bahia, Sabrine Borges de Mello Hetti, Neves, Antônia Regina Gomes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ETD - Educação Temática Digital
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8663612
• topic: Professor iniciante; Carreira docente; Formação continuada; Coformação; Políticas públicas; Profesor principiante; Carrera docente; Formación continua; Co-formación; Políticas públicas; Beginning teacher; Teaching career; Continuing training; Co-training; Public policies

This text was written based on the results of a CNPq Research Project developed along with beginning teachers from a teaching network in a county of the Vale do Rio dos Sinos region/RS (from 2018 to 2021). The empirical corpus under analysis is a set of materials obtained from online questionnaire surveys and discussions by training groups. The viewpoint aimed to analyze the narratives of beginning teachers who work in the Early Years of Elementary School (EYES) regarding the processes of welcoming, monitoring, and continuing training at the beginning of their teaching career. By articulating studies on teacher training and contemporary teaching, this research allows to broaden the comprehension over the insertion of teachers in the teaching career. The investigation also included the Literature Review stage on specific programs for beginning teachers. The problematization was elaborated from the concepts of “co-training”, “ethics of sharing” and “open ethos”. The results point to the need for programs that address the demands and specificities of beginning teachers entering public schools. The analytical exercise made it possible to infer about the power of training work when it involves the collective of teachers: the subjects build connections and establish collaborative and cooperative networks that operate in the constitution of an ethics of sharing. Finally, we present co-training as a possibility to think and create other practices with a focus on the training of beginning teachers and the open ethos as a potential condition in the development of public policies for continuing training.