Teacher Induction: Beginning Teachers’ Education in Perspective

Authors

DOI:

https://doi.org/10.14244/198271996475

Keywords:

Teacher induction, Teacher professional development, Beginning teachers, Systematic literature review.

Abstract

The study analyzes the meanings of teacher induction, as well as perspectives on its implementation, whether through public education policy, institutional programs or specific actions towards it. It results from a qualitative theoretical-empirical research that focused on a systematic literature review for purposes of evidence summary. Eighty-three articles were reviewed which were published in five different databases, selected for their coverage of a significant collection of international scientific journals related to education: Sage Journals, Science Direct, SciELO, Scopus e Taylor y Francis. The analyzed period spanned from 2002 to 2022, in order to encompass the last two decades, when the topic of teacher induction reached wide circulation and consolidation in the field. The analyses are described in four main topics: thematic approaches; theoretical-methodological approaches; actions and intentions; and teacher education perspectives. The results indicate that induction practices are consistent with training support and assistance to teachers in their early years in the profession, through induction programs and policies that present different levels and configurations, according to context, conditions, and institutional contingencies. The analyses allowed to outline a summary of perspectives on induction based on three strategic touchstones: considering teachers’ difficulties and forms of resistance; fostering professional development; and ensuring objective working and educational conditions.

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Author Biographies

Giseli Barreto da Cruz, Universidade Federal do Rio de Janeiro (UFRJ)

Professora Associada da Faculdade de Educação da Universidade Federal do Rio de Janeiro (UFRJ). Docente permanente do Programa de Pós-Graduação em Educação (PPGE) da UFRJ. Professora visitante no Centro de Investigação Avançada em Educação da Universidad de Chile, de setembro de 2022 a agosto de 2023, onde desenvolveu pesquisa pós-doutoral com o apoio Capes PrInt. Possui Estágio Pós-Doutoral em Educação pela Pontifícia Universidade Católica de São Paulo (PUC/SP) com o apoio do CNPq (PDJ); Doutorado e Mestrado em Educação pela Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio). É líder do Grupo de Estudos e Pesquisas em Didática e Formação de Professores (GEPED) e pesquisadora fundadora do Laboratório de Estudos e Pesquisas em Didática e Formação de Professores (LEPED). É bolsista de produtividade de pesquisa do CNPq e Cientista do Nosso Estado/FAPERJ. Reúne significativa experiência na área de Educação, como professora e pedagoga. Suas pesquisas recentes, financiadas pelo CNPq e FAPERJ, se inscrevem no campo da pesquisa com professores focalizando a articulação entre didática e conhecimento profissional docente, com particular interesse nos processos de indução docente de professores em situação de inserção profissional.

Beatrice Ávalos , Universidad de Chile (UChile)

Ph.D. en Educación (Saint Louis University). National Prize for Educational Sciences 2013, Chile. She is currently a full professor and researcher at CIAE at the University of Chile, where she leads studies on teachers and their training. Between 2008 and 2010 she directed the Núcleo Milenio: La Profesión Docente en Chile, and between 2007-2010 the application in Chile of the international studio on teacher training IEA TEDS-M. Between 1997 and 2002 she coordinated the Proyecto de Fortalecimiento de la Formación Inicial Docente (See: Teachers for Chile: Historia de un Proyecto. Santiago: MINEDUC, 2002). She is a member of the international editorial boards of the British Education Research Journal, International Journal of Education Development, Teaching and Teacher Education and the College of Reviewers of Compare. She was previously a professor at Catholic universities in Chile, Cardiff, Wales and Papua New Guinea. Among her publications stands out "Heroes or Villains: La Profesión Docente en Chile". Santiago: Editorial Universitaria, 2013.

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Published

2024-05-30

How to Cite

CRUZ, G. B. da; ÁVALOS , B. Teacher Induction: Beginning Teachers’ Education in Perspective. Electronic Journal of Education, [S. l.], v. 18, n. 1, p. e6475003, 2024. DOI: 10.14244/198271996475. Disponível em: https://reveduc.ufscar.br/index.php/reveduc/article/view/6475. Acesso em: 21 nov. 2024.

Issue

Vol. 18 No. 1 (2024): jan./dez. Publicação contínua

Section

Dossier Conceptions, Policies and Practices of Teaching Induction

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