SUPPORT FOR TEACHERS AT THE BEGINNING OF THEIR CAREERS

IMPACTS ON THE PROFESSIONAL INDUCTION OF TEACHERS IN THE RESIDENCE PROGRAM OF COLÉGIO PEDRO II

Abstract

This research carried out a study on an action of professional induction of the recently graduated teacher, focusing on the dialogue between the training institution and the school, relating to the results of these actions. Using quantitative, qualitative and narrative approaches as a methodology, we conducted research with teachers from the early years of elementary school and early childhood education, participants in a program that assists newly trained teachers in their professional induction, the Pilot Teaching Residence Program at Colégio Pedro II in Rio de Janeiro / Brazil. We aimed to analyze the impact of this Program on the professional induction of these teachers, through questionnaires and interviews, focusing on the difficulties they encounter in their pedagogical practice, the importance of the assistance that the Program gave them, the role of the guiding teachers (of the school) of Colégio Pedro II), of the Program's teaching supervisors, at the beginning of their professional activity and in their relationship with their school. Finally, this investigation offers contributions to support actions for beginning teachers for better professional performance and even as a way to reduce the demotivation and abandonment of teachers, as well as to expand the few existing experiences in this area in Brazil.