Beginning teachers and the shared action strategies facing the teaching challenges in the context of a research-training

Abstract

This paper aims to discuss the importance of induction practices of beginning teachers in basic education, pointing to strategies to overcome the challenges experienced by them at the beginning of their teaching career. So, as a discussing problem of this work we stand out: how can these induction practices could contribute to the learning of beginner teachers in the teaching network of the Brazilian state of Ceara? However, this study is characterized by a qualitative research approach, coming from a network research, concluded, in an inter-institutional nature, supported by the National Council of Scientific Researches, and Foundation for Research Support of the State of Rio de Janeiro, bringing the research-training as a methodological and reflexive way for teacher induction. For that, it got the teachers from the Early Years of Ceará's basic teaching network as subjects participating. The theoretical framework which supported this study was characterized by the contributions of Cruz, Farias and Hobold (2020), Garcia (1999), Mizukami (2004), Veenman (1984), among others. Therefore, we could observe that some of the main overcoming strategies shared by beginning teachers were: Seek support from parents and school management, also being warm with students, strengthen the family-school relationship, reflect on practice and seek permanent improvements through research, study and training to overcome all the teaching challenges that arise. Lastly, the data obtained here point to the importance of support from the school management based on the practice of induction as a formative perspective for the development of teachers at the beginning of their careers.