Resumo

CRUZ, Giseli Barreto da  e  LAHTERMAHER, Fernanda. Teacher education and the challenge of induction: contributions from research-education. Rev. Diálogo Educ. [online]. 2024, vol.24, n.82, pp.1121-1134.  Epub 21-Out-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.082.ao06.

The article arises from an investigation theoretically-methodologically designed around research-education. It aims to analyze teacher induction actions mobilized within the investigative process with a view to building teacher education policies. Teacher induction is seen as systematic education support for teachers who are in the first years of their career. Education research is part of the field of narrative as an (auto)biographical activity, driven by a focus on exchange between peers as a strategy for sharing and facing the difficulties that challenge beginner teachers in the process of professional socialization. Teachers with up to 5 years of professional experience, linked to different public education networks, participated in the study. The analysis considered observation, field records and narratives produced by participants. The findings indicate that research-education was confirmed as a fruitful device for teaching induction and (trans)formation in the process of living it collectively, given that the education it engendered translated into a path of intense reflection on the facilitating aspects and obstacles to this first professional cycle.

Palavras-chave : Beginning teachers; Teaching induction; Research-Education; Teacher professional development..

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