Initiation and insertion to teaching in Brazil:a conceptual metasynthesis

Resumen

MELO, Marisol Vieira; GAMA, Renata Prenstteter  y  CRISTOVAO, Eliane Matesco. Initiation and insertion to teaching in Brazil:a conceptual metasynthesis. Educação. Santa Maria [online]. 2024, vol.49, e171979.  Epub 29-Ago-2025. ISSN 1984-6444.  https://doi.org/10.5902/1984644471979.

This study aims to identify and understand the use of the terms initiationand insertioninto teaching in Brazilian scientific articles, aiming at a conceptual discussion of aspects that emerged in the moments of initial training and early career performance. For this, a met-synthesis was carried out from the survey of scientific articles that use the terms initiationand/or insertion, associated with teacher training, in the reviews portal of the “Coordenação de Aperfeiçoamento de Pessoal de Nível Superior”(CAPES). The metasynthesis consisted of the phasesof interpretive synthesis of the articles and integrative synthesis of the concepts. So,perceiveda connection between both concepts, initiation and insertion,to describe processes and programs with specific characteristics. The results indicated a convergence in the use of the term initiationwhen promoting, even in initial training, the immersionof future teachers in teaching practiceand in the use of the term insertionin formativeprocesses that occur at the beginning of their career, by providing the beginningteacher with professional immersion in the teaching career.However, it is emphasize that many articles still use these terms,initiationand insertion, indiscriminately, so with this study, we hope to contribute anelucidationin the area.

Palabras clave : Professional development; Initial teacher training; Teaching career.

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