Iniciativas e programas de indução docente no exercício de professores iniciantes

Abstract

The first years of teaching prove to be challenging for the beginning teacher in many aspects. Among the main challenges is the lack of experience in the most diverse assignments, such as the teaching-learning process, classroom management, knowledge of the routine and the school environment, the relationship between theory and practice, among other challenges that permeate pedagogical practice. In this context, the theme of teacher induction emerges, which refers to a set of actions for support, monitoring, and collaboration aimed at professional insertion and the development of the beginning teacher. The question that guides this investigation is: what teacher induction initiatives and programs can contribute to the professional development of beginning teachers? The general objective consists of analyzing the academic production on teacher induction, based on theses and dissertations produced in the period from 2019 to 2023 and available in the CAPES Catalog of Theses and Dissertations. Regarding the specific objectives, it is intended to: identify and analyze teacher professional induction initiatives and programs that contribute to the professional development of beginning teachers; and discuss the use of reflective journals as formative instruments in monitoring and promoting their professional development. The research is characterized as qualitative, of a bibliographic nature, based on the State of Knowledge perspective, according to Kohls-Santos and Morosini (2021). The corpus was constituted by theses and dissertations selected based on previously defined criteria, organized and analyzed into thematic categories that allowed for the mapping of trends, recurrences, and gaps in recent production on the subject. The results evidence the presence of different teacher induction initiatives, such as mentoring programs, actions developed by secretariats of education, school practices mediated by pedagogical coordination, projects linked to universities, narratives and peer learning, and learning communities. It is observed that the initiatives found contribute to minimizing professional isolation, strengthening reflection on practice, and expanding the knowledge repertoire of beginning teachers, promoting professional development. At the same time, the results point to the absence of public policies for teacher induction in Brazil, with punctual and non-institutionalized initiatives to support the beginning teacher being predominant. The research also presents, as an Educational Product, a proposal using reflective journals as a formative instrument.