The pedagogical coordinator in the face of teaching induction at school: devices, contents and challenges

Abstract

This writing aims to understand the practices and/or devices of teaching induction developed by pedagogical coordinators in the context of the state education network of Ceará, its contents and challenges in the development and permanence of the beginning teacher. It is alleged that the teaching induction practices and/or devices are support and follow-up strategies adopted in the training processes at the beginning of the career, to favor the autonomy and development of the beginning teacher, a strictly pedagogical action. The analysis arise from qualitative research, of case study type, with the participation of ten coordinators from Ceará. As data production procedures, we used online questionnaire, "round of conversation" mediated by teaching case and semi-structured interview. The analysis of the narratives is based on the studies of Isabel Alarcão, Maria do Céu Roldão, Vera Placco, Laurinda Almeida, Vera Souza, Neusa Ambrossetti and Antonio Nóvoa. The data highlighted the coordinators as managers of teacher training, especially for beginners. Four practices and/or training devices were identified that configure the teaching induction developed by the pedagogical coordinators at the school: dialogue, targeted pedagogical support, peer learning and observation in the classroom. Contents focused on the development and consolidation of pedagogical and experiential knowledge of beginning teachers prevail in them. Practices and/or training devices aimed at beginners, however, they come from individualized actions, supported exclusively by the coordinator's understanding of the relevance of the beginner's socialization process, not being characterized as a systemic public policy initiative formulated or stimulated by the Secretariat of State Education.