Professional insertion as a reflexive process

• Helena Amaral da Fontoura ^[1] ; Filomena de Arruda Monteiro ^[2]
  1. [1] Universidade do Estado do Rio de Janeiro

     Universidade do Estado do Rio de Janeiro

     Brasil

     
  2. [2] Universidade Federal de Mato Grosso

     Universidade Federal de Mato Grosso

     Brasil

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 855-862
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper disserts about narratives by teachers in their initial professional insertion, in a program called Pedagogical Residence, developed at a public university in Rio de Janeiro, Brazil. The main purpose is to present and analyze narratives that bring difficult situations lived by first year elementary school teachers that caused them to challenge their professional choice. The Pedagogical Residence program consists of a space to signify experiences and discuss situations lived by the participants that can count on peers to support and reflect upon challenges of being a teacher in our days. The theoretical framework for narratives as a means of data collection and analysis is mainly Clandinin and Connely. The main contributions so far deal with the needs for support felt by initial teachers that university-schools partnerships can be responsible as well as the importance of providing situations for reflection and self-actualization of teachers in constant professional development.