<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100808</article-id>
<article-id pub-id-type="doi">10.1590/0102-469833115</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EXPERIÊNCIAS DE NOVOS PROFESSORES NA TRANSIÇÃO PARA O ENSINO]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS EXPERIENCIAS DE LOS NUEVOS PROFESORES EN LA TRANSICIÓN A LA ENSEÑANZA]]></article-title>
<article-title xml:lang="en"><![CDATA[NEW TEACHERS&#8217; EXPERIENCES OF THE TRANSITION INTO TEACHING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SHANKS]]></surname>
<given-names><![CDATA[RACHEL]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Aberdeen  ]]></institution>
<addr-line><![CDATA[Aberdeen ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100808&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100808&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100808&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Passar da formação inicial de professores para a docência pode ser difícil. Na Escócia, garante-se um ano de indução àqueles que atendem ao Padrão para Registro Provisório de Professor, o que ajuda na transição da condição de aluno para a de professor, com base na oferta de um orientador/mentor de indução e de uma carga de ensino reduzida. No entanto, após o ano de indução, a tutoria e a redução da carga de ensino cessam e não há uma assistência específica organizada, em nível de autoridade nacional ou local, para professores em início de carreira. Este artigo relata os problemas enfrentados por professores em início de carreira durante a transição de professores do ano de indução para aqueles totalmente registrados na Escócia. Durante um estudo de métodos mistos conduzido com professores do ano de indução na Escócia por dois anos, quatro participantes foram entrevistados após o primeiro ano de ensino (o qual corresponde ao primeiro ano como professor totalmente registrado). Em entrevistas semiestruturadas, os professores foram questionados sobre suas necessidades de aprendizagem e apoio profissional. Os participantes destacaram questões relacionadas à mudança de escola, ao trabalho como professor substituto, ao aprendizado através de observações, ao apoio dos colegas, ao relacionamento com os alunos e à carreira futura. A pesquisa mostra a necessidade contínua de fornecer apoio a professores em início de carreira para além do ano de indução.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Pasar de la formación inicial de profesores a la docencia puede resultar difícil. En Escocia, se garantiza un año de inducción garantizado a quienes cumplen con el Estándar para el Registro Provisional de Profesor, lo que ayuda a la transición de la condición de estudiante a maestro a partir de la provisión de un guía/mentor de inducción y de una carga docente reducida. Sin embargo, después del año de iniciación, la tutoría y la reducción de la carga de enseñanza cesan y no se organiza una asistencia específica para los docentes en etapa inicial a nivel de autoridad nacional o local. Este artículo informa sobre los problemas que enfrentan los maestros al inicio de la carrera en la transición de maestros del año de inducción a maestros completamente registrados en Escocia. Durante un estudio de métodos mixtos con profesores del año de iniciación en Escocia, por dos años, se entrevistó a cuatro participantes después de su primer año de enseñanza, que es su primer año como profesor totalmente registrado. En entrevistas semiestructuradas se preguntó a los profesores sobre sus necesidades de aprendizaje y de apoyo profesional. Los participantes destacaron cuestiones relacionadas con el cambio de escuela, el trabajo como profesor suplente, el aprendizaje a través de observaciones, el apoyo de los colegas, las relaciones con los alumnos y su futura carrera. La investigación muestra cómo existe una necesidad constante de apoyar los profesores al inicio de la carrera más allá del año de inducción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The transition from initial teacher education into teaching can be difficult. In Scotland a guaranteed induction year for those who meet the Standard for Provisional Registration helps the transfer from student to teacher with the provision of an induction supporter/mentor and a reduced teaching load. However, after the induction year the mentoring and reduction in teaching stops and there is no specific assistance organised for early career teachers at a national or local authority level. This paper reports on the issues that early career teachers face in the transition from induction year teacher to fully registered teacher in Scotland. During a two-year mixed methods study of induction year teachers in Scotland, four participants were interviewed after their first year of teaching which is their first year as a fully registered teacher. In semi-structured interviews the teachers were asked about their professional learning and support needs. The participants highlighted issues related to changing schools, working as a supply teacher, learning from observations, support from colleagues, relationships with pupils and their future career. The research shows how there is an ongoing need for support for early career teachers beyond their induction year.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem no início da carreira]]></kwd>
<kwd lng="pt"><![CDATA[indução docente]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem profissional do professor]]></kwd>
<kwd lng="pt"><![CDATA[retenção de professores]]></kwd>
<kwd lng="pt"><![CDATA[suporte ao ensino]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje al inicio de la carrera]]></kwd>
<kwd lng="es"><![CDATA[inducción de maestros]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje profesional docente]]></kwd>
<kwd lng="es"><![CDATA[retención de maestros]]></kwd>
<kwd lng="es"><![CDATA[apoyo de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[early career learning]]></kwd>
<kwd lng="en"><![CDATA[teacher induction]]></kwd>
<kwd lng="en"><![CDATA[teacher professional learning]]></kwd>
<kwd lng="en"><![CDATA[teacher retention]]></kwd>
<kwd lng="en"><![CDATA[supply teaching]]></kwd>
</kwd-group>
</article-meta>
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