Accompanying and supporting actions offered to teachers initiating in the school context

• Autor(a) principal: Glasenapp, Dirlene
• Data de Publicação: 2019
• Outros Autores: Hobold, Marcia Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/20009
• topic: Professores iniciantes; Ações de apoio e acompanhamento; School principals and supervisors; Profesores principiantes; Acciones de apoyo y seguimiento; Directores y supervisores escolares; Beginning teachers; Support and follow-up actions; School principals and supervisors

This estudy aimed to analyze how the beginning teachers are accompanied in the daily of their pedagogical practice and what support actions are offered to them in the school context, by the school principals and supervisors. It is a research that had as objective to know the follow-up process and the support actions offered to beginners teachers in the Municipal Teaching Network of a municipality in Santa Catarina. It is characterized as a qualitative research, in which the semi-structured interview was used as an instrument for data collection and content analysis for its interpretation. The participants are principals, school supervisors and experienced teachers, that is, professionals who receive the beginning teachers in elementary schools. The main authors who support the theoretical contributions are: García (1999, 2009), Giovanni and Guarnieri (2014), Imbernón (2011), Libâneo (2008), Nono (2011) and Placco, Souza and Almeida (2012). The results point out that beginning teachers are offered punctual actions, according to the demands experienced in the school context. The data also reveal that the monitoring of these teachers is carried out predominantly by school supervisors, and the management is more involved in the administrative aspects concerning this professional. However, the work overload of school supervisors has not favored the systematic monitoring of these teachers, which may weaken the process of professional development of the beginning teacher.