A entrada na carreira docente: o que dizem as narrativas de professores de ciências e biologia
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Data
2018-02-20Autor
Bernardo, Tassya Hemília Porto
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The beginning of the teaching career has peculiar and important characteristics to the
teacher’s consolidation in the profession. It is a stage of the professional development
that can evoke diverse feelings and motivate the teacher to make various decisions
according to the situations experienced in the teaching. Amongst the facets of survival
and discovery experienced by the beginning teachers, many of them give up, however
many stay on. Taking that into account, this research aimed to understand how the
Biology and Science teachers perceive the beginning of the teaching career. In order to
deepen the understanding of the perceptions, five objectives were proposed — i)
identify how the profession choice was done; ii) identify the teachers’ motivation for
going into teaching; iii) identify the main challenges faced and the knowledge built by
the teachers on the beginning of their careers; and iv) to list the chief conditions that
either limit or stimulate the permanence in the teaching. The data collection method was
a semi-structured interview done with five in-service state public schools teachers, that
have no more than three years of teaching work, in São Carlos city — SP state. The data
analysis was based on the interviews content that allowed, according to the literature,
the construction of four categories: 1) Conscious or unconscious choice of the teaching
profession; 2) Entry into the career; 3) Professional development; and 4) Condition and
appreciation of the teaching work. The production of the teachers’ narratives was based
on the interviews, considering the theoretical references, and the categories constructed
and supported by the temporality axis. The data corroborated the literature assertion that
the beginning of the teaching career is a phase of tensions and intensive learning.
Therefore, it can be concluded that teaching is not always a clear and spontaneous
teacher’s choice and the entrance into the profession can be motivated by other features
such as possibility of a stable job, lack of option, evidence of personal and professional
characteristics that show an identification with the teaching, and the construction of the
desire to be a teacher throughout the life trajectory. On that career phase, the teachers
face various difficulties in the personal, professional and institutional spheres. To most
beginning teachers, the knowledge of the vocational training are far from the practical
knowledge, being the latter preponderant on the Biology and Science teaching praxis.
In this respect, the professional knowledge takes longer to be built by the teachers.
Lastly, among the reasons for the permanence on the teaching career, the teachers found
stability on the job and developed affective bonds to the students. However, the faced
conditions not always make the teachers to consolidate their careers, and in
consequence, they quit the profession.