Resumo

CRUZ, Giseli Barreto da; FARIAS, Isabel Maria Sabino de  e  HOBOLD, Márcia de Souza. Teacher Induction and the Beginning of Teaching Work: Debates and Needs. Rev. Elet. Educ. [online]. 2020, vol.14, e4149114.  Epub 09-Out-2020. ISSN 1982-7199.  https://doi.org/10.14244/198271994149.

This theoretical essay aims to problematize the concept of teacher induction, a reflection developed in a dialogue with the analysis of the possibilities and weaknesses that permeate the beginning of the teaching career. The article starts by delimiting the meanings of the Portuguese terms inserção professional, which refers to the process of integration into work, professor iniciante and professor principiante, both of which are used in the Brazilian context to refer to beginning teachers, professor ingressante, which refers to newly hired teachers, and indução docente, which refers to teacher induction. Moreover, it discusses teacher induction conceptions and policies in order to highlight induction not as a way of inducing early-career teachers to continue teaching, but as a construct that recognizes these teachers’ need for a space that provides further training, support and guidance for their teaching practice. We argue that the concept of induction cannot be incorporated into the Brazilian context without a critical understanding of the objective and subjective working conditions experienced by teachers, which, in many other countries, are much more suitable than in the Brazilian reality. This essay’s analysis builds on the studies of: Alarcão & Roldão; Cochran-Smith; Lima; Marcelo; Marcelo & Vaillant; Vaillant.

Palavras-chave : Teacher education; Integration into teaching work; Teacher induction; Teaching work.

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