The Research on the teacher’s work at the beginning of the professional career

Abstract

This article presents the Group of Studies and Researches of Teaching Profession and Formation (GEPROD/UFRJ) and the researches made between the years of 2008 and 2017. The GEPROD has been worrying with teaching work, especially in the beginning of the career, as well as policies of professional induction and continuous formation. Our analysis are done under the light of authors that discuss teaching work, the professional insertion and induction, such as: Gatti, Barreti and André (2011); Nóvoa (2007); Dubar (1997); Huberman (2000); Tardif and Raymond (2000); Vaillant and Marcelo (2012), among others. It has been sought to understand the teaching work under the perspective of the participating subjects. In that sense, the privileged methodological resources have been the interviews, individual and in groups, the questionnaire and the document consultation. The results reassure the importance of a special attention with beginning professors and the need of systematic actions of monitoring these teachers. It also emphasize the importance assigned by the subjects to a continuous formation centered in the real problems that affect the teaching work.