Challenges of professional teaching initiation in early childhood education
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Ciência e Cultura |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/7594 |
Resumo: | Thus, in this work, we aim to identify and analyze the challenges at the beginning of the teaching career in early childhood education of teachers in a town in the west of Santa Catarina. We had as collaborators six teachers with until five years of teaching experience who were interviewed. The study adopted a qualitative approach and the data were worked through the content analysis. We identified that the beginning of a teaching career in early childhood education was marked by different challenges, by different orders such as, for example, insecurity, the unknown, large classes, the lack of teaching materials, responsibility for learning, and planning of practices. The identified challenges were classified into common challenges to teachers independent of their career stages, common challenges to beginning teachers, and specific challenges of beginning teachers in early childhood education. Among the latter are the knowledge of the specifics of the children’s age groups, the establishment of the school routine with the children, the recognition and relationship with parents, and the identity transition from teaching assistant to the teacher. So that the strategies to overcome these challenges are not based only on the beginning teachers themselves and on their teaching experiences, we suggest that, among others, early childhood education institutions and their professionals welcome and support them, providing opportunities for dialogue, listening attentively and sharing practices and experiences. |
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Challenges of professional teaching initiation in early childhood educationDesafios da iniciação profissional de professoras na educação infantilEarly Childhood Education; Early Childhood Education Teacher; Teaching Initiation.EducaçãoEducação Infantil; Professor de Educação Infantil; Iniciação de Professores.Thus, in this work, we aim to identify and analyze the challenges at the beginning of the teaching career in early childhood education of teachers in a town in the west of Santa Catarina. We had as collaborators six teachers with until five years of teaching experience who were interviewed. The study adopted a qualitative approach and the data were worked through the content analysis. We identified that the beginning of a teaching career in early childhood education was marked by different challenges, by different orders such as, for example, insecurity, the unknown, large classes, the lack of teaching materials, responsibility for learning, and planning of practices. The identified challenges were classified into common challenges to teachers independent of their career stages, common challenges to beginning teachers, and specific challenges of beginning teachers in early childhood education. Among the latter are the knowledge of the specifics of the children’s age groups, the establishment of the school routine with the children, the recognition and relationship with parents, and the identity transition from teaching assistant to the teacher. So that the strategies to overcome these challenges are not based only on the beginning teachers themselves and on their teaching experiences, we suggest that, among others, early childhood education institutions and their professionals welcome and support them, providing opportunities for dialogue, listening attentively and sharing practices and experiences.Tomamos a singularidade e a complexidade da docência na educação infantil como nosso foco de estudo. Junto a isto somamos nosso interesse sobre as especificidades e desafios de professoras iniciantes na educação infantil. Assim, neste trabalho, objetivamos identificar e analisar os desafios do início da carreira docente na educação infantil de professoras de um município do oeste de Santa Catarina. Tivemos como colaboradoras seis professoras com até cinco anos de experiência docente que foram entrevistadas. O estudo adotou abordagem qualitativa e os dados foram trabalhados pela análise de conteúdo. Identificamos que o início da carreira de professora na educação infantil foi marcado por distintos desafios, de diferentes ordens como, por exemplo, a insegurança, o desconhecido, as turmas grandes, a falta de materiais pedagógicos, a responsabilidade pelas aprendizagens e o planejamento das práticas. Os desafios identificados foram classificados em: desafios comuns aos professores independentes de suas fases na carreira, desafios comuns aos professores iniciantes e desafios específicos de professoras iniciantes na educação infantil. Entre estes últimos estão o conhecimento das especificidades das faixas etárias das crianças, o estabelecimento da rotina escolar com os infantes, o reconhecimento e o relacionamento com os pais e a transição identitária de auxiliar de ensino para professora. Para que as estratégias de superação destes desafios não fiquem pautadas apenas nas próprias professoras iniciantes e em suas experiências docentes, sugerimos que, entre outros, as instituições de educação infantil e seus profissionais acolham-nas e apoiam-nas, oportunizando espaços de diálogos, escuta atenta e compartilhamento de práticas e de vivências.Universidade LaSalle - Unilasalle CanoasPerondi, Marisete MaihackFeldkercher, Nadiane2021-04-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/759410.18316/recc.v26i1.7594Educação, Ciência e Cultura; v. 26, n. 1 (2021); p. 01-152236-6377reponame:Revista Educação Ciência e Culturainstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/7594/pdfDireitos autorais 2021 Educação, Ciência e Culturainfo:eu-repo/semantics/openAccess2022-06-06T12:57:02Zoai:ojs.revistas.unilasalle.edu.br:article/7594Revistahttps://revistas.unilasalle.edu.br/index.php/Educacao/indexONGhttps://revistas.unilasalle.edu.br/index.php/Educacao/oairevistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br2236-63772238-7293opendoar:2022-06-06T12:57:02Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE)false |
dc.title.none.fl_str_mv |
Challenges of professional teaching initiation in early childhood education Desafios da iniciação profissional de professoras na educação infantil |
title |
Challenges of professional teaching initiation in early childhood education |
spellingShingle |
Challenges of professional teaching initiation in early childhood education Perondi, Marisete Maihack Early Childhood Education; Early Childhood Education Teacher; Teaching Initiation. Educação Educação Infantil; Professor de Educação Infantil; Iniciação de Professores. |
title_short |
Challenges of professional teaching initiation in early childhood education |
title_full |
Challenges of professional teaching initiation in early childhood education |
title_fullStr |
Challenges of professional teaching initiation in early childhood education |
title_full_unstemmed |
Challenges of professional teaching initiation in early childhood education |
title_sort |
Challenges of professional teaching initiation in early childhood education |
author |
Perondi, Marisete Maihack |
author_facet |
Perondi, Marisete Maihack Feldkercher, Nadiane |
author_role |
author |
author2 |
Feldkercher, Nadiane |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Perondi, Marisete Maihack Feldkercher, Nadiane |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Early Childhood Education; Early Childhood Education Teacher; Teaching Initiation. Educação Educação Infantil; Professor de Educação Infantil; Iniciação de Professores. |
topic |
Early Childhood Education; Early Childhood Education Teacher; Teaching Initiation. Educação Educação Infantil; Professor de Educação Infantil; Iniciação de Professores. |
description |
Thus, in this work, we aim to identify and analyze the challenges at the beginning of the teaching career in early childhood education of teachers in a town in the west of Santa Catarina. We had as collaborators six teachers with until five years of teaching experience who were interviewed. The study adopted a qualitative approach and the data were worked through the content analysis. We identified that the beginning of a teaching career in early childhood education was marked by different challenges, by different orders such as, for example, insecurity, the unknown, large classes, the lack of teaching materials, responsibility for learning, and planning of practices. The identified challenges were classified into common challenges to teachers independent of their career stages, common challenges to beginning teachers, and specific challenges of beginning teachers in early childhood education. Among the latter are the knowledge of the specifics of the children’s age groups, the establishment of the school routine with the children, the recognition and relationship with parents, and the identity transition from teaching assistant to the teacher. So that the strategies to overcome these challenges are not based only on the beginning teachers themselves and on their teaching experiences, we suggest that, among others, early childhood education institutions and their professionals welcome and support them, providing opportunities for dialogue, listening attentively and sharing practices and experiences. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-07 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/7594 10.18316/recc.v26i1.7594 |
url |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/7594 |
identifier_str_mv |
10.18316/recc.v26i1.7594 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/7594/pdf |
dc.rights.driver.fl_str_mv |
Direitos autorais 2021 Educação, Ciência e Cultura info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2021 Educação, Ciência e Cultura |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Educação, Ciência e Cultura; v. 26, n. 1 (2021); p. 01-15 2236-6377 reponame:Revista Educação Ciência e Cultura instname:Universidade La Salle (UNILASALLE) instacron:UNILASALLE |
instname_str |
Universidade La Salle (UNILASALLE) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Revista Educação Ciência e Cultura |
collection |
Revista Educação Ciência e Cultura |
repository.name.fl_str_mv |
Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE) |
repository.mail.fl_str_mv |
revistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br |
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1788165870818689024 |