<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100210</article-id>
<article-id pub-id-type="doi">10.14244/198271994152</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As pesquisas sobre professores iniciantes: uma revisão integrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Research on novice teachers: an integrative review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Patrícia Cristina Albieri de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Adriana Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomboeff]]></surname>
<given-names><![CDATA[Ana Lucia Madsen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Marli Eliza Dalmazo Afonso de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Carlos Chagas (FCC) Programa de Mestrado Profissional em Educação do UNASP ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unasp Professora do Programa de Mestrado Profissional em Educação do UNASP ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo (PUC-SP)  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Faculdades Integradas Campos Salles (FICS) Mestrado Profissional em Educação: Formação de Formadores da PUC-SP Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, da PUC-SP]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Mestrado Profissional em Educação: Formação de Formadores da PUC-SP Prefeitura Municipal de São Paulo]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Prefeitura Municipal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo (PUC-SP)  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto apresenta uma revisão integrativa da literatura em que se buscou analisar as tendências dos estudos sobre o professor iniciante e identificar se e como as produções têm indicado, a partir dos resultados das pesquisas, recomendações para promover a inserção profissional dos docentes no início da carreira. Optou-se por realizar o levantamento no período de 2000 a 2019 e tomou-se, como corpus de análise, os trabalhos apresentados nas reuniões anuais da Anped, as dissertações e teses disponíveis no catálogo de Teses e Dissertações da Capes e, ainda, os artigos disponíveis no website do SciELO e do Educ@. Destacam-se nos achados da revisão que, depois de 2014, houve um aumento importante de publicações sobre o tema. Nesse período mais recente emergiu o interesse pelo estudo com egressos de programas públicos de iniciação à docência na formação inicial com destaque ao Pibid e de ações de formação continuada propostas em secretarias estaduais e municipais. Aumentaram, também, os trabalhos com foco nas ações formativas de apoio e acompanhamento ao professor que ingressa na profissão, destacando-se as contribuições do uso de dispositivos de formação e dos grupos colaborativos. Por outro lado, persistem algumas lacunas e conclui-se que ainda há muito que aperfeiçoar nas pesquisas para que haja uma contribuição efetiva na constituição do campo, pois são poucos os estudos que problematizam seus resultados, aprofundam as análises e interpretações, de modo que se possa gerar um conhecimento mais abrangente e consistente permitindo indicar caminhos, ações e práticas que favoreçam a inserção profissional dos docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents an integrative literature review in which we tried to point out the trends of studies conducted on novice teachers and to identify whether and how those studies have made recommendations, based on the results of the research, to promote the professional insertion of teachers at the beginning of their career. The mapping period ranged from 2000 to 2019 and the corpus of analysis was the papers presented during the Anped annual meetings, the dissertations and theses available in the Capes Theses and Dissertations catalog, in addition to the papers available on the SciELO and educ@ websites. It is worthy to highlight in the findings of the review that, after 2014, there was an important increase in publications on the topic. In more recent years, interest emerged on studies with graduates of public programs of initiation to teaching in initial training, with emphasis on Pibid and on continuing education actions proposed by state and municipal departments. There has also been an increase in studies focusing on training actions to support and monitor teachers who enter the profession, highlighting contributions made by the use of training devices and collaborative groups. On the other hand, some gaps persist, and it is concluded that there is still much to be improved in research so that there will be effective contribution in the constitution of the field, since there are few studies that problematize their results and make deep analyses and interpretations, so that one can generate more comprehensive, and consistent knowledge that enables to indicate paths, actions, and practices that favor the teachers&#8217; professional insertion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor iniciante]]></kwd>
<kwd lng="pt"><![CDATA[Inserção profissional]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Novice teacher]]></kwd>
<kwd lng="en"><![CDATA[Professional insertion]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Teacher training.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VAILLANT]]></surname>
<given-names><![CDATA[Denise]]></given-names>
</name>
<name>
<surname><![CDATA[MARCELO]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensinando a Ensinar: as quatro etapas de uma aprendizagem]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
<publisher-name><![CDATA[Editora UTFPR]]></publisher-name>
</nlm-citation>
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<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VEENMAN]]></surname>
<given-names><![CDATA[Simon]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El proceso de llegar a ser profesor: un análisis de la formación inicial]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[VILLA]]></surname>
<given-names><![CDATA[Aurelio]]></given-names>
</name>
</person-group>
<source><![CDATA[Perspectivas y problemas de la función docente]]></source>
<year>1988</year>
<page-range>39-68</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Narcea]]></publisher-name>
</nlm-citation>
</ref>
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</back>
</article>
