Teacher isolation and its conditioning factors in beginning of teaching in science

Abstract

This work focuses on the beginning of teaching in science and more specifically on the issue of teacher isolation, considered one of the main challenges faced during professional induction. From a brief theoretical debate on the theme, based on authors who discuss the issues of teacher training, professional culture and teacher's work, and approaching perspectives of beginning science teachers from Florianópolis (Brazil) on the subject through narrative-reflective interviews, it was intended to identify which are the main factors that condition the isolation of these individuals. The identified conditioning factors are related to understandings about teaching and to the formative trajectory (life history, choice for teaching, professional education), to working conditions (more or less immediate but deep connected to the condition of being substitute teacher), to interpersonal relationships at school (the importance of the pedagogical team, the relationship difficulties with colleagues, the motivation provided by contact with students) and the ways in which the school operates (if isolation or collaboration are encouraged). School culture was identified as the main link between these conditioning factors, pointing out that the necessary school change, which allows the humanization of the individuals, requires the overcoming of the cultural shock at the beginning of teaching, which demands articulations between initial teacher education, school, educational system and public policies, in order to establish a significant dialogue with the professional reality, bringing together knowledges that support coherent pedagogical practices.