Contributions and flaws in beginning teachers’ education in a public education network

Abstract

Studies investigating the first years of teachers’ professional activity have advanced specially in the last decade in Brazil. This research adopted a qualitative approach and aims to analyze the contributions and flaws observed in the inservice education of beginning teachers developed by the Education Secretariat of a municipality in the state of Paraná. Its specific objectives include to identify education initiatives proposed by the Municipal Education Secretariat targeting beginning teachers and verify which actions of these teachers’ education initiatives favor or not their professional learning. Fifteen beginning teachers working in the early years of elementary school took part in the research. Other participants were two teaching management and education supervisors who work for the Municipal Education Secretariat. Data was collected using a questionnaire, a semi-structured interview, and document analysis. The data analysis was carried out based on contente analysis. The research revealed that the education initiatives experienced by those beginning teachers occurred mainly in conjunction with other teachers working in the same municipal network or school. The very few moments specifically prepared for beginning teachers were noticeably characterized by clarifications about the organization and functioning of the education network. Regarding their participation in courses, they reported that very few times their expectations related to their education needs were met. However, they recognized that they always learned something on those occasions. The predominance of a theoretical approach in their education was also reported, thus they valued the contribution of initiatives that had a more practical approach and exchange of experience between the professionals.