Version 1
: Received: 13 October 2022 / Approved: 21 October 2022 / Online: 21 October 2022 (10:53:20 CEST)
How to cite:
Rabelo, A. Support for Beginning Teachers: Effective and Analyzing a Professional Teaching Induction Project in the State of Rio de Janeiro. Preprints2022, 2022100334. https://doi.org/10.20944/preprints202210.0334.v1
Rabelo, A. Support for Beginning Teachers: Effective and Analyzing a Professional Teaching Induction Project in the State of Rio de Janeiro. Preprints 2022, 2022100334. https://doi.org/10.20944/preprints202210.0334.v1
Rabelo, A. Support for Beginning Teachers: Effective and Analyzing a Professional Teaching Induction Project in the State of Rio de Janeiro. Preprints2022, 2022100334. https://doi.org/10.20944/preprints202210.0334.v1
APA Style
Rabelo, A. (2022). Support for Beginning Teachers: Effective and Analyzing a Professional Teaching Induction Project in the State of Rio de Janeiro. Preprints. https://doi.org/10.20944/preprints202210.0334.v1
Chicago/Turabian Style
Rabelo, A. 2022 "Support for Beginning Teachers: Effective and Analyzing a Professional Teaching Induction Project in the State of Rio de Janeiro" Preprints. https://doi.org/10.20944/preprints202210.0334.v1
Abstract
The objective of this research-action, teaching and extension project was to support the beginning teacher, who graduated from the Pedagogy courses at UFF-INFES and UFRRJ/IE, raising the difficulties and solutions of this teacher's pedagogical practice, as well as implementing and analyzing strategies of professional induction of the newly graduated professor by the proposed pilot course with a focus on promoting dialogue between university and school. This project was aimed at graduates of Pedagogy courses who started as teachers in the early years of elementary school and early childhood education (with less than 5 years as a teacher). These teachers participated in two pilot courses (one in 2021 and the other in 2022) to help recent graduates in their professional induction through innovative actions that help them to take a leading role in their practices. For this, we seek to investigate: the impact of this program on their professional induction through narrative interviews, accompany them in this process and analyze the difficulties and solutions they found in their pedagogical practice as a result of the help that the project offered them; the role of mentors (teachers running the school) and the University at the beginning of their professional activities. Finally, we concluded that this course worked as a support for beginning teachers, allowing for greater reflection and better professional performance, as well as a way to reduce the shock of reality, demotivation and teacher abandonment.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
