Search

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.

Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção do Grau de Mestre em Ciências da Educação - especialidade Supervisão em Educação Os estudos sobre a inserção profissional dos novos professores, quer no contexto nacional, quer no contexto internacional reenviam-nos para um conjunto de aspetos que, devido ao seu âmbito e dimensão, nos parecem dignos de tomadas de medidas no sentido de uma inserção profissional com características que os ajudem a ultrapassar essa fase do seu percurso, de modo mais seguro e calmo, tal como acontece com outras profissões, designadamente dos médicos, engenheiros, arquitetos, entre outros. É sobre esta problemática que pretendemos desenvolver a nossa dissertação de mestrado, mais precisamente centrar a nossa pesquisa no percurso profissional de ex-alunos diplomados pela Escola Superior de Educação de Lisboa no curso de Licenciatura em 1º Ciclo do Ensino Básico no ano letivo 2006/2007. O objetivo geral do estudo é, assim, descrever e compreender o desenvolvimento profissional desses novos professores, identificar as dimensões mais relevantes da sua inserção profissional, os fatores que o condicionam e os contextos que o restringem ou simplificam. É ainda nossa intenção, com base nos resultados do estudo, identificar dispositivos de acompanhamento que, neste contexto se revelem facilitadores da inserção dos novos professores. Do ponto de vista metodológico este estudo recorre a abordagens qualitativas, interpretativas, com recurso particular a abordagens narrativo-biográficas (através da utilização da entrevista semiestruturada a seis professores). O tratamento de dados, muito embora influenciado pelo referencial teórico e pelas convicções da investigadora, seguiu os passos recomendados para a análise de conteúdo por Bardin (2008). Não obstante, as categorias emergiram dos dados em análise. A investigação desenvolveu-se ao longo de um ano letivo (2011-2012). Foram identificadas as seguintes questões que, no seu conjunto, orientaram o desenvolvimento deste estudo: 1) Quais as implicações da formação inicial no desempenho da profissão?; 2) Quais as principais dificuldades / problemas com que se defrontaram os novos professores na inserção na profissão?; 3) Como atuam os professores principiantes?; O que mudam nas suas práticas, o que perdura?; 4) Como se incrementa o sentimento de pertença ao novo grupo profissional?; 5) Quais as particularidades dos contextos de trabalho em que estes professores se encontram integrados que se revelam facilitadoras e/ou constrangedoras da sua inserção profissional? Os resultados do estudo revelam a natureza dos problemas vividos pelos professores à entrada na profissão, bem como as formas que encontraram para os ultrapassar: problemas relacionados com a assunção da nova identidade profissional, gestão da sala de aula, relacionais e de integração na cultura da escola. A ausência de apoio e acompanhamento nos contextos de trabalho foi superada pela procura de respostas junto dos ex-colegas da formação inicial e, ainda, na sua inserção num grupo cooperativo igualmente na escola de formação inicial. Os resultados evidenciam a necessidade de implementação de programas de indução para acompanhamento aos novos professores, orientados pelas instituições de formação e pelos contextos de trabalho. Abstract The studies about the professional integration / employability of new teachers, both at a national and international level / context, send us back to a set of aspects that, due to their field and dimension, seem worthy of the implementation of employability measures with features that help beginner teachers to overcome this stage of their career in a safer and smoother way, similarly to what happens in diferent professions, such as medicine, engineering, architecture, among others. We pretend to develop our master thesis about this thematic, more precisely we will center our research on the professional journey of some graduate students of Primary Education Degree from Escola Superior de Educação, in the year of 2007/2008. The general objetives of this study is to describe and understand the professional development of these new teachers, to identify the relevant dimensions of their professional integration, its conditioning factors, as well as the contexts that restrict or simplify them. Based on the results, we intend to identify the mentoring processes which, in this context, seem to facilitate the integration of new teachers. From a methodology standpoint, this study resorts to qualitative approaches of an interpretative paradigm, in particular, with use of biographic narrative approach through semistructured interviews to 6 teachers. The length of investigation was of one academic year (from 2011 to 2012). The following questions were identified, which in its whole guided the development of the study: 1) What are the implications of the initial education in the profession's performance?; 2) What are the main difficulties/problems faced by new teachers when entering their profession?; 3) How do beginner teachers react?; What changes they make in their practices, and what do they keep?; 4) How to develop the feeling of belonging towards their new professional group?; 5) Which are the characteristics of the work contexts of these teachers that facilitate and/or constraint their professional integration? The results show which problems that teachers faced at the beginning of their careers and the ways they found to overcome them. In particular the ones related to the classroom, professional relationships and integration in the school’s culture. The lack of support and mentoring in the work contexts has been overcome by the creation of an informal support group. The results reveal there's a need for induction programs, this need is also supported by the participants, whose suggestions are aligned with the information retrieved from the literature and investigations in the area.

Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção do Grau de Mestre em Ciências da Educação - especialidade Supervisão em Educação Os estudos realizados no âmbito da inserção profissional dos professores principiantes permitem identificar um conjunto de problemas enfrentados por estes à entrada da profissão docente, deixando claro que nem todos se iniciam de forma serena e pacífica. A presente dissertação inscreve-se nesta problemática, centrando a pesquisa no percurso de vida profissional de seis professores principiantes, do 2º Ciclo do Ensino Básico, diplomados em 2005-2006, nos cursos Pré- Bolonha, na variante de Matemática e Ciências da Natureza, por uma Escola Superior de Educação do país. Pretende-se, com este estudo, descrever e compreender os percursos dos professores em início de carreira, as suas dimensões mais evidentes, analisando os processos de inserção profissional no que diz respeito aos aspetos que o condicionam e aos contextos que se revelam constrangedores ou facilitadores dessa mesma inserção profissional. No que respeita às opções metodológicas, este estudo, recorre a abordagens qualitativas, interpretativas de natureza narrativo-biográficas, com recurso à utilização da entrevista semiestruturada. As técnicas de recolha de dados foram, designadamente, a entrevista semiestruturada e a análise documental. O processo de tratamento de dados, muito embora modelado pelo referencial teórico, seguiu os passos recomendados para a análise de conteúdo. As categorias de análise emergiram das respostas dos participantes. Os resultados do estudo colocam em evidência aspetos que se configuraram de dificuldade à entrada da profissão docente, relacionados com lacunas percecionadas na formação inicial, com a construção da sua identidade profissional, com as caraterísticas dos contextos de trabalho e, ainda, com os aspetos didáticos da condução do processo de ensino e aprendizagem. Abstract The studies realized under the professional integration of novice teachers identify a set of problems faced by them at the entrance of the teaching profession, making it clear that not all begin their profession in a calm and peaceful way. The present essay inserts on this problematic, researching the professional life of six novice teachers from the 2nd Cycle of Basic School, graduated in 2005-2006, pre-Bologna, in the Mathematics and Natural Sciences field, by a Superior Educational School in Portugal. The goal of this study is to describe and understand the beginning teachers’ pathways, their most obvious dimensions, analysing the processes of professional insertion, regarding the aspects that condition these processes and the contexts that reveal them embarrassing or facilitators of that professional insertion. About the methodology, this study uses qualitative and interpretive approaches from biographical narrative nature, recurring to semi-structured interviews. The data collection techniques were, in particular, the semi-structured interviews and documentary analysis. The data processing, although modelled by the theoretical framework, followed the recommended steps for content analysis. The analysis categories emerged from the participants’ answers. The study results provide evidence of aspects that have shaped difficulties in the entrance to the teaching profession, related to the existence of gaps in basic training, in the construction of their professional identity with the characteristics of the work context and, still, with the didactic aspects that conduce the teaching-learning process.

Dissertação apresentada à Escola Superior de Educação para a obtenção do Grau de Mestre em Ciências da Educação, especialidade em Supervisão em Educação Esta dissertação é o resultado de uma investigação focalizada no estudo do desenvolvimento profissional dos professores, particularmente centrado na fase de entrada na carreira docente. É assim propósito deste estudo: descrever e compreender os primeiros anos de inserção na profissão docente; identificar as suas dimensões mais relevantes; caracterizar os fatores que se revelam facilitadores ou que condicionam o desenvolvimento profissional dos professores principiantes, assim como os contextos que se revelam facilitadores ou constrangedores desse mesmo desenvolvimento. Com este propósito identificam-se as seguintes questões do estudo: 1) Quais as implicações da formação inicial para o desempenho profissional dos jovens professores? 2) Quais as principais dificuldades/ problemas com que se defrontam os professores nos primeiros anos de inserção na profissão? 3) Como atuam os professores principiantes? Que mudanças apresentam na sua prática? 4) Como se desenvolve o sentimento de pertença ao novo grupo profissional? 5) Quais as características dos contextos de trabalho em que os professores principiantes estão inseridos que se revelam facilitadoras e/ou constrangedoras dessa inserção? No que diz respeito às opções metodológicas e tendo em consideração o objeto de investigação, optou-se por um estudo de natureza qualitativa, baseado na análise das narrativas de seis professores em início de carreira. O tratamento dos dados sustentou-se na análise de conteúdo de seis entrevistas semiestruturadas, seguindo os passos recomendados para a análise de conteúdo numa investigação qualitativa em educação. Os resultados do estudo identificam as dificuldades sentidas pelos professores principiantes à entrada da profissão. Evidenciam-se dificuldades tais como: questões burocráticas, de relacionamento com colegas e encarregados de educação, situações de controlo da disciplina em sala de aula e até mesmo do cumprimento do programa. Por outro lado, aspetos como a proximidade da faixa etária entre o professor principiante e o corpo de docentes da escola e o trabalho cooperativo entre os vários elementos da escola, configuram-se aspetos facilitadores da inserção profissional ABSTRACT This dissertation is the result of an investigation focused in the study of the professional development of the teachers, especially centred in the phase of entrance in the teaching career. Thus being the purpose of this study: to describe and understand the first years of insertion in the teaching career; to identify its most relevant dimensions; to characterize the factors that facilitate or condition the professional development of the novice teacher, as well as the contexts that reveal to facilitate or to constraint that development. With this purpose, the following matters of study are identified: 1) What are the implications of the initial training for the professional performance of young teachers? 2) What are the main difficulties/problems that they face in the early years of their professional insertion? 3) How do novice teacher act? What changes do they present in their practice? 4) How do they develop the feeling of belonging to the new professional group? 5) What characteristics of the work context in which the novice teacher are inserted reveal to be facilitating and/or to constraint that insertion? In respect to the methodological options and having in account the object of the investigation, the option was a qualitative nature study, based in the analysis of the narratives of six teachers, in the beginning of the career. The data treatment was supported in the analysis of the content of six semi-structured interviews, done to the participants, following the steps recommended to the analysis of the content in a qualitative investigation in education. The results of the study identify the difficulties felt by the novice teacher when entering the profession. There’s evidence of difficulties such as: burocratic issues, of relationship with colleagues and education people in charge, discipline control in the classroom issues and even of compliance of the program. On the other side, aspects such as the age proximity between the novice teacher and the body of teachers of the school, and the cooperative work between the schools’ various elements, seem to facilitate professional insertion.

L’objectiu principal d’aquesta recerca és avaluar l’eficàcia d’un programa dissenyat per pal•liar el xoc de realitat i fomentar la reflexió sobre la pràctica al llarg del procés d’inducció professional del professorat novell d’Educació Secundària i Cicles Formatius en el seu context, tot afavorint-ne, així, la construcció de coneixement professional. Aquesta avaluació pren forma en l’anàlisi de diverses dimensions. La primera consisteix a estudiar l’impacte del programa en els problemes dels novells per constatar si es redueixen, així com copsar els problemes dels tutors per poder promoure (en futures recerques) ajudes en aquesta direcció. La segona dimensió se centra a identificar les ajudes que faciliten la construcció del coneixement professional, sobretot les que s’articulen directament a través del tutor i, especialment, l’efecte del feedback envers el professor novell. La tercera dimensió analitza la interacció entre iguals en una comunitat d’aprenentatge per veure si es produeix un canvi en les creences dels participants i, sobretot, si la reflexió sobre la pròpia acció i la dels altres promou la construcció del coneixement professional. I la quarta dimensió vol evidenciar quins elements del programa són considerats més satisfactoris pels participants, i també quins altres aspectes es podrien millorar a l’hora de redissenyar-lo. L’estudi s’ha dut a terme a través de la implementació d’un programa d’inducció professional durant el curs 2006-2007 i amb 5 parelles (novell-tutor). S’han analitzat cinc àrees temàtiques (concepcions sobre ensenyament i aprenentatge, motivació, classroom management, conducta i avaluació dels alumnes) mitjançant de tres accions: a) lectura especialitzada i fòrums virtuals, b) observació i feedback del tutor cap al professor novell i c) grups de reflexió sobre la pràctica docent amb anàlisi de les bones pràctiques. Les dades recollides corresponen als enregistraments del discurs en cada àrea i acció, juntament amb les dades obtingudes d'una entrevista semi-estructurada (inicial-final). Per assolir els objectius s’ha fet un estudi interpretatiu i longitudinal, de modalitat participant i basat en una metodologia de recerca-acció amb component avaluador. S’ha optat per un enfocament d’anàlisi qualitativa (amb el programa Atlas.ti), segons la Grounded Theory, mitjançant l’anàlisi del contingut i de les estratègies discursives i els patrons d’interacció seguint la proposta de Hogan, Nastasi i Pressley (2000). Els resultats mostren coincidències amb la literatura especialitzada quant als problemes dels novells, especialment els d'atenció a la diversitat, socialització, disciplina dels alumnes i falta de coneixements, que es redueixen al llarg del programa. Al seu torn, els tutors mostren alguns problemes de comunicació amb els novells que es mantenen al llarg del programa. Tot i que les ajudes proporcionades pels tutors prenen diferents formes, la transmissió de feedback després de l’observació de la pràctica del novell a l’aula és la més efectiva des de la perspectiva de tots dos. Pel que fa a la pràctica professional, els grups de reflexió mostren el següent: que els tòpics més recurrents corresponen a les àrees problemàtiques indicades pels novells; que els tutors usen estratègies metacognitives i els novells, conceptuals; i que es promou la reelaboració i enriquiment de les creences inicials en totes les àrees treballades. A més, la implementació del programa ha permès conèixer propostes de canvi i comprovar també que el format dels grups de reflexió és un model vàlid d’assessorament col•laboratiu., El objetivo principal de esta investigación es evaluar la eficacia de un programa diseñado para paliar el choque de realidad y fomentar la reflexión sobre la práctica a lo largo del proceso de inducción profesional del profesorado novel de Educación Secundaria y Ciclos Formativos en su contexto, favoreciendo así, la construcción de conocimiento profesional. Esta evaluación se articula a través de varias dimensiones. La primera consiste en estudiar el impacto del programa en los problemas de los noveles para constatar si se reducen, así como recoger los problemas de los tutores para poder promover (en futuras investigaciones) ayudas en esta dirección. La segunda dimensión se centra en identificar las ayudas que facilitan la construcción del conocimiento profesional, sobre todo las que se articulan directamente a través del tutor y, especialmente, el efecto del feedback hacia el profesor novel. La tercera dimensión analiza la interacción entre iguales en una comunidad de aprendizaje para ver si se produce un cambio en las creencias de los participantes y, sobre todo, si la reflexión sobre la propia acción y la de los otros promueven la construcción del conocimiento profesional. Y la cuarta dimensión quiere evidenciar qué elementos del programa son considerados más satisfactorios por los participantes, y también qué otros aspectos se podrían mejorar a la hora de rediseñarlo. El estudio se ha llevado a cabo a través de la implementación de un programa de inducción profesional durante el curso 2006-2007 y con 5 parejas (novel-tutor). Se han analizado cinco áreas temáticas (concepciones sobre enseñanza y aprendizaje, motivación, classroom management, conducta y evaluación de los alumnos) a través de tres acciones: a) lectura especializada y foros virtuales, b) observación y feedback del tutor al profesor novel y c) grupos de reflexión sobre la práctica docente con el análisis de buenas prácticas. Los datos recogidos corresponden a las grabaciones del discurso en cada área y acción, junto con los datos obtenidos de una entrevista semi-estructurada (inicial-final). Para lograr los objetivos se ha llevado a cabo un estudio interpretativo y longitudinal, de modalidad participante y basado en una metodología de investigación-acción con componente evaluador, y de enfoque de análisis cualitativo (con el programa Atlas.ti), según la Grounded Theory (analizando el contenido y las estrategias discursivas y los patrones de interacción, Hogan, Nastasi y Pressley (2000). Los resultados muestran coincidencias con la literatura especializada en cuanto a los problemas de los noveles, especialmente los de atención a la diversidad, socialización, disciplina de los alumnos y falta de conocimientos, que se reducen a lo largo del programa. A su vez, los tutores muestran algunos problemas de comunicación con los noveles que se mantienen a lo largo del programa. Aun cuando las ayudas proporcionadas por los tutores presentan diferentes formas, la transmisión de feedback tras la observación de la práctica del novel en el aula es la más efectiva desde la perspectiva de los dos. Con respecto a la práctica profesional, los grupos de reflexión muestran lo siguiente: que los tópicos más recurrentes corresponden a las áreas problemáticas indicadas por los noveles; que los tutores utilizan estrategias metacognitivas y los noveles, conceptuales; y que se promueve la reelaboración y el enriquecimiento de las creencias iniciales en todas las áreas trabajadas. Además, la implementación del programa ha permitido conocer propuestas de cambio y comprobar también que el formato de los grupos de reflexión es un modelo válido de asesoramiento colaborativo., The main goal of this research is to assess the effectiveness of a program designed to reduce the reality shock and to promote reflection on practice teaching during the beginning secondary school teacher’s induction phase, thus promoting the construction of professional knowledge. This assessment covers a number of dimensions. The first involves studying the program's impact on the problems of the beginning teachers to see if they have been reduced and also recording the problems of mentors so as to find solutions (in future research). The second dimension focuses on identifying elements that promote the construction of professional knowledge, especially those that are directly related to the effect of feedback to the beginning teacher. The third dimension examines the interaction between peers in a learning community to see if there is a change in the beliefs of participants and, especially, in the construction of professional knowledge. And the fourth dimension is related to showing what elements of the program are considered most successful by participants, and also what else could be improved at the time of redesign. The study was conducted during the implementation of a professional induction program involving five beginning teacher-mentor pairs during the 2006-2007 school year. We worked five areas (teaching and learning conceptions, motivation, classroom management, behavior and students assessment) through three activities: a) participation in a forum on-line, b) observation and feedback to the beginning teacher from the mentor and c) focus groups about teaching practices. The data collected comes from the recordings of the speech in each area and action and also, from a semi-structured interview (beginning-end). To achieve the goals we have conducted a longitudinal, participant and interpreting study based on a research-action methodology with an assessment component. We took a qualitative analysis approach (using the Atlas.ti program), in accordance with the Grounded Theory, analyzing the content and the discourse strategies and interaction patterns following the model proposed by Hogan, Nastasi & Pressley (2000). The results show similarities with the literature regarding beginning teachers’ problems, especially those regarding individual differences, socialization, disciplining of students and lack of knowledge, which decrease over the course of the program. In turn, mentors showed some communication problems with the beginning teachers that continued throughout the program. Nevertheless, feedback after watching the beginning teachers’ practice sessions in the classroom was considered the most effective activity by both beginning teachers and mentors. Regarding professional practice, focus groups showed the following: the most frequently raised issues were related to the problem areas identified by the beginning teachers; mentors used metacognitive strategies whereas beginning teachers used conceptual strategies; and all activities promote the reformulation and enrichment of the initial beliefs in all areas worked. Furthermore, the implementation of the program has allowed us to exchange proposals and also verify that the structure of focus groups is a valid model for collaborative coaching.

The purpose of this study is to construct a mentor’s profile based on competencies. The sample was formed by eleven teachers who participated in an experience of training mentors proposed by the Ministry of Education and developed by a national university. These teachers completed a questionnaire and participated in a focus group. Also some novice teachers who worked with mentors were asked to participate through an interview. The results lead to identify the competencies that would be associated to a professional profile of a mentor who works in our educational context. &nbsp, El propósito de este estudio es construir un perfil del mentor basado en competencias. La muestra estuvo constituida por once docentes que participaron de una experiencia de formación de mentores propuesta por el Ministerio de Educación de Chile y desarrollada por una universidad nacional. La información fue recogida a través de un cuestionario, entrevistas y grupo focal. Los resultados conllevan a definir un conjunto de competencias asociadas al perfil profesional de un mentor que se desempeñe en nuestro contexto educacional. &nbsp

Assumer le rôle de mentor auprès d’enseignants débutants n’est pas une compétence innée et il est impératif qu’ils reçoivent du soutien professionnel afin de développer leurs compétences. Si plusieurs études ont permis d’identifier des éléments à considérer dans la sélection des mentors ou dans l’élaboration de formations leur étant destinées, elles ne permettent pas de cerner avec profondeur la nature de l’expérience vécue par ces enseignants et conséquemment, de comprendre l’influence de cette expérience sur le développement de leur compétence. La recherche présentée ici avait pour objectif de documenter l’expérience d’enseignants-mentors et d’étudier les freins et les leviers pouvant faciliter le développement de leur compétence au regard de la conception de l’agir compétent de Le Boterf., Taking on the responsibilities of a mentor teacher is not an innate skill and it is imperative that they receive professional support to develop their skills. Although several studies have made it possible to identify elements to be considered in the selection of mentors or in the development of training courses intended for them, they do not allow us to define in depth the nature of the experience lived by these teachers and consequently, understand the influence of this experience on the development of their competence. The objective of this research was to document the experience of mentors and to study the obstacles and levers that can facilitate the development of their competence trought Le Boterf’s agir compétent model.