Overcoming strategies: Paths taken by beginning teachers for survival and stability in teaching
DOI:
https://doi.org/10.21814/rpe.29699Keywords:
Beginner teacher, Teacher induction, Research-Training, Teaching strategies, Teacher trainingAbstract
The article presents findings resulting from research in the field of teacher training, which sought to analyze the possibilities and challenges of inducing peers to act and react by teachers who are in their first years of professional practice. The investigative problem was outlined around the following question: How does the induction among peers mediated by doing the research contribute to the action and reaction of teachers about the difficulties that affect teaching in their first years of professional practice? Theoretically and methodologically, the study was based on narrative research from the perspective of narrative as an (auto)biographical activity, which translates into training research. The research was conducted in such a way that the narratives constructed by the participating teachers about their experience during their professional insertion period were constituted as a research-training device. Based on the analyses, the paths taken by the participants for survival and stability in teaching are discussed, which point to the importance of exercising mutuality and sharing among peers; continuing education; reflective practice articulated with narrative practice; careful planning of pedagogical practice; and shared teaching.
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