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The first years of teaching are challenging. Knowledge of the kind of support new teachers require is essential. Existing typologies date back from the 1980s and the early 2000s. The aim of this article is twofold: 1) to validate a typology of novice teachers’ support needs using confirmatory factor analysis and 2) to compare these needs in relation to different sociodemographic characteristics (gender, age, employment status, teaching level, and field of study). The quantitative data were drawn from a survey (N = 156) of new teachers. The validated typology highlights five types of support needs. Some key differences emerge from the comparative analyses based on respondents’ age, employment status, and field of study. The results presented could help serve as a framework for better targeting the support to be offered to beginning teachers., Les premières années en enseignement sont remplies de défis, et il s’avère essentiel de connaître la nature des besoins de soutien des enseignants débutants. Les typologies de besoins de soutien existantes datent principalement des années 1980 et du début des années 2000. L’objectif de cet article est double : 1) valider, à l’aide d’analyses factorielles confirmatoires, une typologie des besoins de soutien des enseignants débutants et 2) comparer les types de besoins de soutien ressentis par les enseignants débutants selon différentes caractéristiques sociodémographiques (le genre, l’âge, le statut d’emploi, l’ordre d’enseignement et le champ de formation). Les données de nature quantitative proviennent d’une enquête par questionnaire (N=156). La typologie validée met en évidence cinq types de besoins de soutien et quelques différences significatives ressortent des analyses comparatives selon l’âge, le statut d’emploi et le champ de formation des répondants. Les résultats présentés pourraient aider et servir de cadre pour mieux cibler le soutien à offrir aux enseignants débutants.

This article aims to analyze the professional development of beginning teachers who have participated in a professional induction program considering the teaching cases constructed by these teachers and their trainers which were published in a scientific journal and to discuss the potential of teaching cases in the formation of teachers. Different authors (CARLOS MARCELO, 1999; IMBERNÓN, 2001; NONO; MIZUKAMI, 2002; MIZUKAMI, 2000; NONO, 2010) have pointed out teaching cases as an important resource for the training of teachers and the investigation of teacher professional development. It is based on the premise that teaching cases, constructed from real situations experienced in the classroom, allow to understand the personal theories of teachers about teaching, as well as the beliefs that influence their professional activity, in addition to the process of construction and reconstruction of their professional knowledge. For the analysis of teaching cases, the methodology chosen was the analysis of thematic-categorical content. From the literature review, the authors built an analytical matrix organized in thematic units. The unit of record chosen was “sentences with full meaning”. Thirteen articles were analyzed, selected for fulfilling the requirements of a teaching case according to the adopted literature. The analysis of these teaching cases allows us to conclude that the experience in the Educational Tutoring Programme promoted the professional development of tutored teachers because in the analyzed teaching cases, the authors declare, explicitly or not, changes in teachers’ personal beliefs and theories about teaching and/or students; change and innovation of practices. Este artículo tiene como objetivo analizar el desarrollo profesional de maestros principiantes que han participado en un programa de inducción profesional considerando los casos de enseñanza construidos por estos maestros y sus formadores que fueron publicados en una revista científica y discutir el potencial de los casos de enseñanza en la formación de docentes. Diferentes autores (CARLOS MARCELO, 1999; IMBERNÓN, 2001; NONO; MIZUKAMI, 2000; MIZUKAMI, 2004; NONO, 2010) han señalado los casos de enseñanza como un recurso importante para la formación de maestros y la investigación del desarrollo profesional docente. Se parte de la premisa de que los casos de enseñanza, construidos a partir de situaciones reales vividas en la sala de clase, permiten comprender las teorías personales de los maestros sobre la docencia, así como las creencias que influyen en su actividad profesional, además del proceso de construcción y reconstrucción. de sus conocimientos profesionales. Para el análisis de casos de enseñanza, la metodología elegida fue el análisis de contenido temático-categórico. A partir de la revisión de la literatura, los autores construyeron una matriz analítica organizada en unidades temáticas. La unidad de registro elegida fue “oraciones con pleno significado”. Se analizaron trece artículos, seleccionados para cumplir con los requisitos de un caso de enseñanza de acuerdo con la literatura adoptada. El análisis de estos casos de enseñanza permite concluir que la experiencia en el Programa de Tutoría Educativa promovió el desarrollo profesional de los maestros tutorados porque en los casos de enseñanza analizados, los autores declaran, de manera explícita o no, cambios en las creencias personales y teorías de los maestros sobre la docencia y / o estudiantes; cambio e innovación de prácticas. Este artigo tem por objetivos analisar o desenvolvimento profissional de professores iniciantes que participaram de um programa de indução profissional, considerando os casos de ensino construídos por esses professores e seus formadores que foram publicados em uma revista científica, e discutir as potencialidades dos casos de ensino na formação de professores. Diferentes autores (MARCELO GARCIA, 1999; IMBERNÓN, 2006; NONO; MIZUKAMI, 2002; MIZUKAMI, 2000; NONO, 2001, 2005) têm apontado os casos de ensino como um recurso importante para a formação de professores e para a investigação do desenvolvimento profissional docente. Parte-se da premissa que os casos de ensino, construídos a partir de situações reais vivenciadas em sala de aula permitem compreender as teorias pessoais dos professores sobre o ensino, bem como as crenças que influenciam sua atividade profissional, além do processo de construção e reconstrução do seu conhecimento profissional. Para a análise dos casos de ensino, a metodologia escolhida foi a análise de conteúdo temático-categorial. Os autores construíram, a partir da revisão de literatura, uma matriz analítica organizada em unidades temáticas. A Unidade de Registro escolhida foi “frases com sentido completo”. Foram analisados 13 artigos, selecionados por preencherem os requisitos de um caso de ensino, segundo a literatura adotada. A análise destes casos de ensino permite concluir que a experiência no Programa de Tutoria Educacional promoveu o desenvolvimento profissional dos professores tutorados, pois, nos casos de ensino analisados, os autores declaram, explicitamente ou não, mudanças de crenças pessoais dos professores sobre o ensino e/ou alunos e mudança e inovação das práticas.

Dans ce projet de maîtrise, nous nous intéressons au processus d’insertion professionnelle des enseignants débutants en éducation physique et à la santé. Plus précisément, nous cherchons à identifier les principaux facteurs influençant l’insertion professionnelle ainsi que les savoirs issus de la formation initiale mobilisés lors de cette étape cruciale. Depuis plusieurs années, le Québec connaît différents changements économiques et politiques. Ceux-ci touchent le monde de l’éducation et se traduisent notamment par des réformes éducatives engendrant de nombreuses transformations dans l’enseignement (Lessard et Tardif, 2004). Nombre d’écrits exposent ces nouveaux défis auxquels les enseignants doivent faire face, notamment la complexification de la tâche enseignante, ce qui a amené plusieurs chercheurs à vouloir approfondir la phase d’insertion professionnelle, et les difficultés qui s’y rattachent (De Stercke, 2014; Mukamurera, 2011, Mukamurera, Bourque et Gingras, 2008). Plusieurs constatent ainsi que la situation est marquée entre autres par l’épuisement professionnel et le décrochage des enseignants, et que la problématique est similaire dans d’autres pays (Karsenti, et coll, 2008; Cattonar, 2008). Cependant, peu d’études se concentrent au Québec sur l’insertion professionnelle au sein du contexte singulier de l’éducation physique et à la santé (ÉPS) (Grenier et coll, 2014; Spallanzani et coll, 2012; Blankenship et Coleman, 2009). Il nous semble donc pertinent de nous pencher sur la situation et de dresser un portrait représentatif du Québec. Afin d’y parvenir, notre cadre théorique est conçu autour du modèle multidimensionnel de l'insertion de Mukamurera (2013). Les dimensions de ce modèle seront mises en relation avec la perception et le vécu de chacun des participants quant à leur insertion ainsi qu’avec les savoirs issus de leur formation initiale. Nous espérons que cela nous permettra de décrire les conditions d’insertion professionnelle des enseignants au primaire et au secondaire en ÉPS au Québec, d'identifier et d’analyser les facteurs d’influence de l’expérience de l’insertion professionnelle ainsi que les savoirs mobilisés lors de cette étape. Dans le cadre de cette recherche interprétative nous avons adopté une approche qualitative afin de parvenir à mieux comprendre la réalité de ces enseignants en début de carrière. Les 14 participants constituant l'échantillon ont été choisis sur base volontaire et ont été soumis à un entretien semi-dirigé dont les questions ont été élaborées en fonction des dimensions du modèle de Mukamurera (2013). Le traitement des données s'est déroulé dans une logique inductive, et leur analyse, par contenu thématique grâce au logiciel QDA-Miner. À l’issue des entretiens, l’on peut établir que la perception de la formation initiale est mitigée. Les enseignants semblent avoir apprécié les moments sur le terrain, mais ont trouvé plusieurs cours trop théoriques et peu réalistes. Les résultats obtenus ont également permis de dresser un portrait global de l’insertion professionnelle en ÉPS, et d’identifier les structures en jeux dans l’insertion, et donc, les facteurs d’influence basée majoritairement sur le soutien des nouveaux enseignants., In this research, we are interested in the process of professional induction of new physical education teachers. More precisely, we seek to identify the main factors influencing their professional induction as well as their perception on the knowledge acquired during their initial training and mobilized during this crucial stage. Thus, for several years, Quebec has undergone various economic and political changes. They affected the world of education and brought educational reforms, resulting in many transformations in education (Lessard and Tardif, 2004). Many writers expose these new challenges that teachers face, including the complexity of the teaching task, which has led several researchers to want to deepen the process of induction and the difficulties associated (De Stercke , 2014, Mukamurera, 2011, Mukamurera, Bourque and Gingras, 2008). Several find that the situation is marked, among other things, by burnout and dropping out of teachers, but also its transposition in other countries (Karsenti, et al., 2008; Cattonar, 2008). However, few studies focus on professional induction within the singular context of physical education and health (Grenier et al., 2014, Spallanzani et al., 2012, Blankenship and Coleman, 2009). It therefore seems appropriate to look at the situation and draw a representative portrait of Quebec. To achieve this, our theoretical framework is designed around the multidimensional model of Mukamurera (2013). The dimensions of this model will be related to the perception and the experience of each participant as to their induction as well as the knowledge resulting from their initial training. We hope that this will allow us to describe the conditions of professional induction of elementary and high school teachers in Quebec, to identify and analyze the factors influencing their professional induction experience and the knowledge mobilized during this stage. As part of this interpretative research, we have adopted a qualitative approach in order to better understand the reality of these teachers at the beginning of their careers. The fourteen participants in the sample were selected on a voluntary basis and were subjected to a semi-structured interview whose questions were developed according to the dimensions of the Mukamurera model (2013). The processing of the data took place in an inductive logic, and their analysis, by thematic content with the QDA-Miner software. It can be established that the perception of initial training is mixed. Teachers seem to have enjoyed the moments on the ground, but found several courses too theoretical and unrealistic. The results obtained also gave an overall picture of the induction process and to identify the structures that may influence the induction and the programs that offer support the new teachers.

Bakgrund: Akutmottagningen är en arbetsplats som ställer höga krav på sjuksköterskan som arbetar där då vården som bedrivs är mångfacetterad och snabbt skiftande i intensitet. Detta ställer krav på sjuksköterskans förmåga att sortera intrycken för att hantera situationerna som uppkommer på en akutmottagning. Som nyanställd sjuksköterska på en akutmottagning är detta en stor utmaning vilket ställer höga krav på det introduktionsprogram som erbjuds. Syfte: Syftet var att belysa och beskriva nyanställda sjuksköterskors upplevelse och erfarenhet av introduktionsprogrammet samt hur detta förberedde dem inför arbetsuppgifterna på akutmottagningen. Metod: En kvalitativ intervjustudie med deskriptiv design valdes utifrån studiens syfte. Semistrukturerade intervjuer med intervjuguide genomfördes med 11 informanter som var allmänsjuksköterskor på en akutmottagning i södra Sverige. En kvalitativ innehållsanalys med induktiv ansats utfördes på manifest och latent nivå. Resultat: Resultatet presenterades i temat att vara oförberedd på det oförutsedda i vilket det ingick fyra kategorier som beskrev informanternas upplevelse av introduktionen. Dessa var; yttre påverkansfaktorer, inre upplevelser, hantering av situationen samt förslag till förbättringar. Slutsatser: De nyanställda sjuksköterskorna på akutmottagningen upplevde introduktionen för kort i förhållande till informationsmängden och den informationen som gavs upplevdes bristfällig. Studiens resultat bör kunna ses som ett bidrag vid en förändring av introduktionsprogrammet på akutmottagningen. Vidare forskning behövs inom området för att möjliggöra en bra introduktion för sjuksköterskor samt i slutänden kunna leda till ett bra omhändertagande av patienter.

Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção do Grau de Mestre em Supervisão em Educação Este estudo, centrado na inserção profissional dos educadores de infância nos primeiros anos de carreira, tem como finalidade descrever e compreender o processo de entrada dos educadores de infância na profissão, através da caracterização dos seus percursos e da identificação de fatores que condicionem a inserção profissional. Tendo em conta esta finalidade identificaram-se as seguintes questões: 1- Quais as motivações que levaram à escolha da profissão por parte dos participantes?; 2- Quais os principais contributos da formação inicial para o desempenho profissional?; 3- Como caraterizam a entrada na profissão?; 4- Como se constrói o sentimento de pertença a um grupo profissional? ; 5- Quais os fatores que condicionam a inserção profissional? O quadro teórico de referência para este estudo assenta numa revisão de literatura centrada na formação inicial dos educadores de infância e no desenvolvimento profissional do educador, com especial enfoque nos educadores em início de carreira. No que respeita às opções metodológicas, optou-se por um estudo de natureza qualitativa, centrado no paradigma interpretativo, tendo sido realizadas seis entrevistas semiestruturadas a educadoras principiantes. A análise dos resultados foi feita através da análise de conteúdo seguindo os passos recomendados para a análise de conteúdo numa investigação qualitativa em educação. Os resultados evidenciam a necessidade de refletir sobre os currículos dos cursos da formação inicial com o objetivo de melhorar a preparação dos docentes, de modo a facilitar a inserção profissional, bem como, aumentar e desenvolver novas formas de apoio a estes profissionais numa fase crucial da sua carreira, salientando-se a importância do papel da supervisão neste período crítico do desenvolvimento profissional. Abstract This study, centered in the process of insertion of the kindergarten teachers in the beginning years, has as main purpose, describe and understand the process of the entrance in the teaching career of the kindergarten novice teachers by characterising their paths and identifying the factors that can condition the process of insertion. Bearing in mind this purpose, the following questions were formulated: 1- What motivations lead to the choice of the teaching career by the participants?; 2- Which are the main contributes of the initial training for the professional performance?; 3- How is characterize the process of insertion?; 4- How do the novice teachers develop the feeling of belonging to the new professional group?; 5- Which are the factors that can condition the process of insertion? The theoretical framework of reference in this research resides mainly in the initial training of kindergarten teachers, as well, as the professional development of the teacher, with special focus on kindergarten teachers in the begging of their career. In what concerns the methodological options and taking into account the goal of the study, an interpretative approach was followed, based in the analysis of six semi structured interviews of novice teachers. Data treatment followed the recommended framework for content analysis in a qualitative investigation in education. The results of the study identify the need to reflect about the curriculum programs of the initial training with the purpose of improving the preparation of the kindergarten teachers to facilitate the professional insertion, as well, as increase and develop new ways to support these professionals in a crucial stage of their career, enlightening the importance of supervision in this critical stage of the professional development. N/A

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Supervisão em Educação A presente investigação insere-se no âmbito da formação de professores e pretende compreender os processos inerentes à construção do ser professor. Para tal, foram definidas 5 questões que nortearam a investigação: 1) Quem são os estudantes que optaram por entrar na profissão docente?; 2) De que forma é que a formação inicial prepara e dá confiança aos futuros professores?; 3) Quais as expectativas dos futuros professores relativamente à sua futura profissão?; 4) Quais os principais constrangimentos e as principais facilidades que os professores encontram no início de carreira?; 5) De que forma é feita a supervisão pedagógica dos professores em início de carreira? Neste estudo participaram 43 professores que terminaram o mestrado em ensino do 1.º e 2.º ciclo, na Escola Superior de Educação de Lisboa, no ano letivo 2014/ 2015. A investigação insere-se no paradigma interpretativo recorrendo a uma metodologia de natureza mista. As técnicas de recolha de dados utilizadas foram o inquérito por questionário e a entrevista semiestruturada, tendo os dados quantitativos sido analisados estatisticamente e os qualitativos com recurso à análise de conteúdo. Os resultados obtidos permitem-nos identificar os aspetos positivos e os constrangimentos percecionados pelos docentes quer no âmbito da sua formação inicial, quer no âmbito da inserção profissional. Conseguimos compreender que esta é uma fase de grande instabilidade e insegurança por parte dos futuros/ recém-professores sendo que a noção de sucesso e de realização profissional estão intimamente relacionadas com os contextos profissionais que os acolhem. Abstract This research falls within the scope of teacher training and aims to understand the processes inherent to the construction of being a teacher. Therefore, 5 questions were defined in order to guide the investigation: 1) Who are the students who have chosen a teaching career?; 2) How does teacher training prepare and give confidence to future teachers?; 3) What are the expectations of teachers-to-be regarding their future job?; 4) What are the main discomforts and easy aspects that teachers face in the beginning of their careers?; 5) How is pedagogical supervision of early-stage teachers assured? This survey counts with the participation of 43 teachers who finished their master's degree in 1st and 2nd key stages of primary education, at Escola Superior de Educação de Lisboa, in the 2014/ 2015 academic year. The investigation is part of the interpretative paradigm, using a mixed nature methodology. The data collection techniques used were the questionnaire survey and the semi-structured interview. The quantitative data was analyzed statistically, while the qualitative data was examined by content analyses. The obtained results allow us to identify the positive aspects and the constraints perceived by the teachers, whether in the scope of their initial training and in the scope of the professional induction. We can understand that this is a phase of great instability and insecurity for future / beginning teachers, and the notion of success and professional achievement are closely related to the professional contexts that welcome them. N/A

Cette recherche vise à augmenter les connaissances sur le processus d’insertion professionnelle des nouveaux directeurs et directeurs adjoints du primaire et du secondaire au Québec lors de la première année en fonction. Pour mieux connaître cette étape de la vie professionnelle, quatre dimensions du processus d’insertion professionnelle ont été étudiées : la nature de la tâche, le contexte d’exercice, le soutien et l’accompagnement et les caractéristiques motivationnelles. Le sentiment d’empowerment des nouveaux gestionnaires a été étudié simultanément afin d’examiner leur motivation à exercer la nouvelle fonction. La question générale de la recherche était de savoir si la mesure du sentiment d’empowerment utilisé pour traiter de la motivation pouvait apporter de l’information sur la façon dont se vit le processus d’insertion professionnelle des nouveaux directeurs et directeurs adjoints d’établissement d’enseignement. Les données ont été recueillies auprès de dix nouveaux directeurs et directeurs adjoints d’établissement. Une conception de l’insertion professionnelle en tant que processus ayant été retenue, chaque participant a été rencontré à trois moments au cours de l’année scolaire, soit quelques semaines après l’entrée en fonction, au milieu de l’année et à la fin de celle-ci. Lors de chaque rencontre, les participants ont été interrogés à l’aide d’une grille d’entrevue semi-dirigée sur les quatre dimensions du processus d’insertion professionnelle mentionnées précédemment. Ils complétaient par la suite un questionnaire pour mesurer le sentiment d’empowerment. Ce questionnaire est une adaptation validée par Boudreault (1990) d’un outil développé par Tymon (1988). La recherche tend à confirmer l’utilité du sentiment d’empowerment comme source d’information sur le déroulement du processus d’insertion professionnelle. Ainsi, des relations semblent possibles entre le sentiment d’empowerment et certains aspects étudiés. Il s’agit de relations qu’il faudra cependant analyser avec de plus grands échantillons pour les valider. Tout d’abord, concernant la nature de la tâche, les constats indiquent que les directeurs adjoints affichant les meilleurs sentiments d’empowerment géraient moins de dossiers différents et que la plupart des dossiers dont ils étaient responsables faisaient appel à des habiletés développées antérieurement lors d’affectation intérimaire ou lors de leur participation à des comités à titre d’enseignants. De plus, ces participants avaient moins de gestion de personnel à effectuer, et particulièrement au regard du personnel de soutien. Ensuite, une tendance marquée a ensuite été constatée en ce qui concerne le soutien et l’accompagnement. Il est apparu que les participants (directeurs et directeurs adjoints) avec les meilleurs sentiments d’empowerment étaient ceux qui bénéficiaient du meilleur soutien et accompagnement de leur supérieur immédiat. Puis, en ce qui a trait aux caractéristiques motivationnelles, les participants exprimant les meilleurs sentiments d’empowerment se sentaient plus capables d’accomplir leur tâche et remettaient moins en question l’exercice de leur fonction. La recherche a indiqué d’autres relations possibles entre le sentiment d’empowerment et certains aspects des dimensions de l’insertion professionnelle, qui bien que moins marquées dans l’échantillon, mériteraient d’être approfondies dans des travaux futurs. Il s’agit de la relation entre le sentiment d’empowerment et le climat organisationnel de l’établissement, de la marge de manœuvre consentie dans l’exercice de la fonction et de la motivation des directeurs adjoints à postuler à un poste de directeur. Finalement, la recherche a mis en lumière la conviction des nouveaux directeurs de vivre une nouvelle phase d’insertion professionnelle et la différence entre les tâches des directeurs adjoints du primaire et ceux du secondaire., This research contributes to the discussion regarding the induction process of new Québec elementary and high school principals and vice-principals during the year following their appointment. To understand better this stage in one’s career, we analyzed four of its main components: the nature of newly assigned professional responsibilities, working conditions and context, the degree of support provided by direct supervisors and the school board, and new vice-principals and principals’ motivational characteristics. Simultaneously, this research evaluated individuals’ feeling of empowerment, in order to measure their motivation to carry on their new positions. The main goal was to determine whether the degree of principals and vice-principals’ perceived empowerment could provide information about how they are experiencing their professional induction. Ten incoming Québec elementary and high school principals and vice-principals were met through a process of semi-structured interviews. Seeing the notion of “professional induction” as a process, rather than a discrete moment in one’s career, each participant was interviewed on three occasions over the course of the school year: a few weeks after the participant took office, halfway through the school year, and at the end of the school year. During each interview, participants answered questions relating to the four components of the professional induction process that were previously mentioned. They were then asked to fill in a written questionnaire designed to measure their own perceived level of empowerment. The questionnaire used was an adaptation by Boudreault (1990) of a tool initially developed by Tymon (1988). This research seems to confirm the usefulness of the feeling of empowerment as an indicator of how professional induction is unfolding. More precisely, the findings suggest that there exist correlations between the degree of perceived empowerment and certain aspects of the four components of the professional induction process under study. Further studies with larger samples will nevertheless be necessary in order to validate these findings. Firstly, vice-principals with the highest levels of perceived empowerment were those with less variety in files to manage and who were mainly responsible for files that required skills they had already developed during previously-held interim positions or during their participation in committees as teachers. These vice-principals also had fewer responsibilities relating to human resources management, and particularly few responsibilities regarding support staff. Secondly, results regarding the quality of support available to the participants showed a marked tendency. Indeed, participants (both principals and vice-principals) with the highest levels of perceived empowerment were those who reported having received satisfactory support from their direct supervisor. Thirdly, participants with the highest levels of perceived empowerment were those who felt more able to satisfy their professional responsibilities and who questioned less whether they ought to remain in their current positions. The findings also suggest links between individuals’ perceived empowerment and other aspects of their professional induction process that, while less clear from the present research, deserve further investigation. These other aspects include the school’s organizational climate, the level of discretion given to new vice-principals and principals, and whether vice-principals plan to apply for positions as principals. Finally, the research has highlighted new principals’ belief that they are experiencing a unique induction process in their career and the differences between the tasks of elementary and high school vice-principals.

The following article is the product of research conducted at the Universidad de la Frontera with regard to the integration into the profession of graduates from the teaching programs in the Faculty of Education and Humanities. A lot of literature exists regarding the socialization of teachers, new teachers and the induction of teaching professionals, from which we selected the proposal of the Dutchman Vonk, J.H.C. who suggests four models of professional integration: "Sink or Swim", "Collegial", "Mandated Competence" and the "Formalized Protected Mentor Model". Sample information of graduate students was taken with regard to the different dimensions of professional performance. The results were ambivalent, with both solid general abilities and weaknesses in specific areas of competence. Furthermore, two structural situations were confirmed: on the one hand, the type of establishment determines the kind of integration, and on the other, the absence of an institutionalized mechanism of professional induction., El siguiente artículo es producto de una investigación realizada en la Universidad de La Frontera referida a la inserción profesional docente de los egresados de las carreras pedagógicas de la Facultad de Educación y Humanidades. Existe abundante literatura acerca de la socialización de profesores, profesores noveles e inducción profesional docente, desde ahí seleccionamos la propuesta del holandés Vonk, J.H.C., que sugiere cuatro modelos de inserción profesional: "Nadar o Hundirse", "Colegial", "Competencia Mandatada" y el modelo "Modelo Mentor Protegido Formalizado". Se recogió información a muestra de egresados referida a las distintas dimensiones del desempeño profesional. El resultado ha sido ambivalente, por un lado, se constatan sólidas competencias generales y debilidades en competencias específicas; además, se confirmaron dos situaciones estructurales: por un lado, el tipo de establecimiento condiciona el tipo de inserción, y la ausencia de un mecanismo institucionalizado de inducción profesional.