Os coordenadores pedagógicos como agentes de indução: uma pesquisa colaborativa sobre a inserção de professores iniciantes

Abstract

Recognizing the importance of welcoming and supporting beginning teachers in their professional journeys, this qualitative research, developed from a collaborative research perspective, seeks to answer the following question: how can the pedagogical coordinator (PC) facilitate the integration of beginning teachers into the school, helping them advance in their careers from the early years of teaching? Pedagogical coordinators (PCs) working in the early years of elementary education collaborated in this study, which aimed to develop, through a collaborative approach, a reflective process with PCs regarding their potential role in supporting beginning teachers’ integration into the school context. Data were collected during formative meetings with the PCs, held in person at the Municipal Department of Education and online via Google Meet. Data analysis was based on Prose Analysis. The research enabled the PCs to expand the induction actions they had already been implementing intuitively with beginning teachers, making these actions more structured and intentional. However, it also highlighted the need to reinforce the institutional role of the PC as a trainer and pedagogical guide, in order to consolidate induction practices in everyday school life. Moreover, the study emphasizes the importance of fostering shared responsibility within the school environment and promoting collaborative spaces that encourage dialogue among administrators, PCs, and teachers. This ensures the continuous updating of the Political-Pedagogical Project — an essential democratic tool for enabling change, promoting the protagonism of school actors, and guiding the practices of beginning teachers. An important step was also taken in the schools of the participating PCs regarding teacher induction, as the topic was previously unfamiliar to them. Following the study, induction practices became part of school routines, as the PCs recognized their relevance in shaping novice teachers' professional identities and ensuring their retention in the school.