The beginning of teaching in the context of Ceará: study on the practice of professional teaching induction

Abstract

The beginning of teaching is an essential stage of teacher training for the professional development of teachers, as it is marked by facing challenges and difficulties that directly affect learning the profession. In this perspective, the teaching induction process is a possibility to mitigate the difficulties that impact this period, being characterized by the investment in intentional and systematized actions of support and monitoring of the teaching work. Therefore, this article deals with the beginning of teaching and aims to discuss a specific action of professional teaching induction from the narratives of beginning teachers about their ways of acting and reacting to the challenges of profession, considering their reception processes, their professional trajectories, successful overcoming strategies and the experience lived among peers in a Training Group. The debate and the data presented are the results of a research-training developed in the context of Ceará. For the development of the study, a qualitative investigation was carried out, of the research-training type. The results of the study demonstrate that beginning teachers, when participating in the research-training, experiencing listening processes, sharing questions and exchanging experiences, they consolidated knowledge and practices specific to the teaching profession and found support and monitoring for the teaching practice, being the development of a reflective process of professional induction the main impact of this initiative.