Professional reception as a teacher induction strategy
DOI:
https://doi.org/10.14244/198271996416Keywords:
Teacher Learning Community, Teacher induction, Beginner teachers, Receptive and professional reception.Abstract
The article focuses on findings from a research with beginning and experienced teachers who are part of a teaching learning community with the aim of understanding the relationships established between them based on narratives about reception movements and its potential contribution to an educational teaching induction for professional practices. Theoretically, it was based on studies by Zeichner (2010; 2014), Cochran-Smith (2002) and Nóvoa (2017). Methodologically, a case study was carried out, with interviews and online participant observation, so that the expectations, experiences and insertion paths of the teachers were understood considering the woven relationships established between beginners and experts during the period of professional insertion. It is organized around two analytical axes: teacher professional reception and the teaching learning community. It concludes that reception actions are translated into two perspectives: receptive and professional, which, as they are not mutually exclusive, can contribute to teacher induction. Research indicates that teacher learning communities can facilitate professional reception as a teacher induction strategy, since, when they are organized considering who the subjects are, recognizing the horizontality of knowledge and the different ways of exercising teaching, they contribute to thinking about professional practices which break the isolation and abandonment of the profession in the early years.
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