Investigando a própria prática docente: o início da carreira docente e as contribuições da reflexão orientada para o desenvolvimento profissional

Abstract

This research investigates the educational beliefs and conflicts faced by an early-career High School Chemistry Teacher and her professional development process during her participation in the Guided Reflection Process (GRP). The study examines how these conflicts affect her professional engagement and how the GRP contributes to the teacher's professional development. A qualitative approach was adopted, structured around interviews, transcriptions, and analyses of the teacher's responses to the INPECIP pedagogical beliefs questionnaire, records of individual and group GRP meetings, and reflections recorded in her field journal. Data analysis shows how the teacher's conceptions evolved throughout the GRP, demonstrating a growing tendency to adopt more constructivist pedagogical practices. Participation in the GRP significantly contributed to the development of skills related to planning, mediation, and critical analysis of pedagogical practices. The results also highlight the importance of creating training spaces that promote dialogue, listening, and monitoring, helping to overcome the insecurities typical of early teaching careers. Furthermore, the research demonstrated that reflection on practice, when conducted in a guided manner and supported by theoretical foundations, enhances the redefinition of beliefs and pedagogical concepts, fostering the development of a more critical and conscious teaching identity. Keywords: teaching reflection; teacher training; professional development; guided reflection; early teaching career; GRP.