Research-training as a teaching induction practice: training experience with teachers at the beginning of their careers

Abstract

This article aims to analyze the development process of a research-training, considered as a teaching induction practice. Thus, it presents reflections on a formative experience with beginning teachers, assuming the (auto)biographical narrative as a theoretical-methodological contribution to understanding the main challenges experienced at the beginning of teaching, as well as the strategies found by the teachers to overcome them. The meetings took place monthly and were led by teachers from two Municipal Public Education Networks in Santa Catarina. Beginner teachers were considered to be between the first and fifth year of professional practice in basic education, considering effective or substitutes. The authors who supported the training research and studies on professional induction were Delory-Momberger (2016), Bragança (2011), Josso 2006) and Cruz, Farias and Hobold (2020). The concepts of narrative, experience, biography and identity proved to be essential for understanding the existing contradictions and powers in the investigation of the autobiographical narrative for teacher education (Pereira; Silva; Hobold, 2021). The experience showed the potential of research-training as a teaching induction practice, and, by sharing life and profession stories, the teachers reflected on different aspects that involve teaching, collectively thought about strategies to overcome career challenges and produced a strong bond of identity in discussions concerning entry into teaching.