Professional integration, policies and practices on teaching initiation: what reveals the production of international congresses about the beginner teaching.

Maria Isabel da Cunha Marja Leão Braccini Nadiane Feldkercher About the authors

The reflection that takes beginner teachers as a central concern and analysis of studies and researches has been established in an increasingly way in many countries, reflecting in different experiences. At the university, this concern appears exponentially, because the preparation of higher education teachers is based primarily on the research knowledge and disregards the teaching specific knowledge. But in all levels of education, the tension that characterizes the novice teacher condition exists. What challenges do they fac in their practices? How do they build their professionalism? What institutional and policy initiatives are focused on the integration of new professionals? These are some questions that guided this study which took the papers presented in the three editions of the International Congress on Beginner Teaching and Professional Insertion into Teaching to analyze trends and themes that have marked the agenda for discussion on this important topic. The documental analysis used as the methodological foundation indicated the presence of nine analytical approaches to organize the scientific production socialized at these events. The analysis tried to discuss the incidence and the distribution of the themes that can be used as reference to a state of the art.

Educations teachers; Novice teacher; Research knowledge


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