BEING A TEACHER, A CONSTRUCTION IN THREE ACTS: FORMATION, INDUCTION AND CAREER DEVELOPMENT

ABSTRACT:

The article aims to reflect about the professional construction of teachers in three moments, namely: initial formation, induction in the first years of professional practice, and development through continuing education. These milestones have repeatedly guided the construction of our teaching identity. In this way, what we will present is an interweaving of research conducted in the scope of our training into three reflections, namely: a dialogue on initial teacher training in Brazil and Portugal; a Systematic Literature Review on induction into the teaching profession; and a reflection on Ongoing Teacher Training in a full-time school. For the Systematic Literature Review (SLR), we rely on theorists such as: Nóvoa (1992; 2019); Huberman (2013), Tardif (2000) and Gatti (2010). The research is qualitative in nature and falls within the interpretive paradigm that presents, among other primary functions, the identification of concepts through a group of theoretical and methodological questions emerging from the research process. For the methodological development, we used different resources, among which we highlight: the document analysis techniques, the organization of a protocol that synthesizes the main arguments of the theorists in their texts, and we brought to discussion the results arising from the RSL. As research findings, we highlight the need to structure the times and spaces for the formative meetings to take place, in order to create moments of exchange that present theoretical and practical meanings in the teacher's individual and collective reflection.

Keywords:
Teacher Training; Professional Entry; Continuing Education