Abstract

AMBROSETTI, Neusa Banhara; LIMA, Francine de Paulo Martins; SIGNORELLI, Glaucia  and  CALIL, Ana Maria Gimenes Corrêa. Teacher educators: concept, contexts and perspectives of action in teaching induction processes. Rev. Elet. Educ. [online]. 2020, vol.14, e4263118.  Epub Oct 09, 2020. ISSN 1982-7199.  https://doi.org/10.14244/198271994263.

The objective of this paper is to contribute to the reflection around the figure of the school educator, examining the nature and specificities of their work, the role and perspectives of this professional's performance in induction processes of beginning teachers. The text is presented as a theoretical essay, establishing a dialogue with authors who discuss these issues. The framework of the discussion are studies about teacher educators who work with continuing education, at schools or education systems. Such studies assert the complexity and relevance of this role in the process of professional development of teachers and in the search for qualification of teaching processes. Teacher educators are essential figures in the induction processes of beginning teachers, having the responsibility of developing welcoming and support actions necessary for beginners, in order to create a gradual insertion in the culture and in the professional group. From the analysis of the different studies included in the text, some aspects must be considered in order to contribute to developing initiatives in the outline of induction processes for beginning teachers.

Keywords : Teacher educators; School teacher educators; Teaching induction; Professional development..

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