Characterization of teachers’ professional insertion in professional, scientific and technological education: A literature analysis

Resumen

DEMOS, Talles Viana  y  GONCALVES, Fábio Peres. Characterization of teachers’ professional insertion in professional, scientific and technological education: A literature analysis. Acta Educ. [online]. 2025, vol.47, e64572.  Epub 01-Dic-2024. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v47i1.64572.

Professional, scientific, and technological education (PSTE) is being expanded in Brazil and other countries. Therefore, part of the research has been dedicated to understanding different facets of this process, which also involves teaching in this education modality. In this scenario, we present a study whose objective was to characterize -from a mapping of works- results and conclusions about the entrance and the first years of teaching in PSTE. To identify the works, the following sources of information were used: the indexers Directory of Open Access Journals (DOAJ), Dialnet, Red de Revistas Científicas de América Latina y el Caribe, España y Portugal (Redalyc), Scientific Electronic Library Online (Scielo), and Portal de Periódicos of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); the Catálogo de Teses e Dissertações of CAPES; proceedings of the Congreso Internacional sobre Profesores Principiantes e Inducción a la Docencia. The papers located were submitted to textual discourse analysis. The analysis indicated that the period of insertion is marked by the formative needs of entrants in the PSTE, by influences of educational contexts in proposals for professional teacher insertion in PSTE, and by pedagogically grounded formative experiences of professional teacher insertion. Broader institutional formative experiences result in more resistance from teachers to participate. We highlight the influence of institutional pedagogical coordination in the experiences of insertion in PSTE and its approximation to the mentor/tutor figure described in the literature about novice teachers and professional insertion.

Palabras clave : teacher education; period of teachers’ professional insertion; novice teacher; professional.

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