Utilising a qualitative methodology approach and a case study research design this study set out to explore the influence of ‘own teachers’ on beginner teacher professional identities. The research design borrowed from the idea of a palimpsest, (Diamond & Mullen, 1999). Data comprised a mix of semi-structured interviews, field notes and a researcher journal. Ten participants, representative of four different racial groups in South Africa were included. Data was analysed by means of the thematic content analysis method. This study contributed to the body of knowledge on beginner teachers’ professional identity on two levels. The first level pertains to the methodological contribution of this study in terms of the interrelatedness with which particular methodological constructs were applied. The second level of contribution involves four novel theoretical findings that came to the fore in this study. First, findings showed how participants (beginner teachers) connected with fictional characters from various types of media and substitute those characters as role models in the place of ‘real’ own teachers or teacher-like figures. Second, participants drew on positive experiences with own teachers that guided them through the navigation of several socio-political challenges stemming from the Apartheids era. Third, positive own teachers served as beacons of hope, strength and resilience. Examples of past teachers unfolded as the driving force behind attitudes displayed by participants, of embracing diversity and sensitivity towards differences between themselves, their learners and colleagues. Fourth, positive own teachers served as beacons of hope, strength and resilience. The fifth, and most complex finding, illustrated the ways in which participants constructed their emerging professional identities around what they perceived as the qualities of the ‘ideal’ teacher. ‘Levels of cautiousness’ surfaced as key to the professional identity of beginner teachers in terms of the influence of their own teachers. It was found that beginner teachers approached their professional identity on a continuum of ‘caution’ with regard to certain aspects including reflection, classroom discipline, the influence of own teachers as well as the awareness of the role of own teachers. This study showed a close link between participants’ self-knowledge, perceptions of their personalities, their inherent communicative traits and their progress on this ‘continuum of caution’. / Thesis (PhD)--University of Pretoria, 2016. / Humanities Education / PhD / Unrestricted

The focus of this study was to understand my experiences of teaching sensitive topics in my professional capacity, as a female beginner teacher who has an Islamic upbringing and strong religious views according to which I live. The purpose of this study was to make sense of these personal and professional experiences when teaching sensitive topics as an Islamic beginner female teacher. In so doing this study sought to contribute to body of knowledge about key concepts namely sensitive topics, an Islamic context, female beginner teacher identity and autoethnography as research design. The literature reviewed for this research study was centred around the said key concepts and included scholarly work by Collins (2017), Lowe and Jones (2015), Du Bois (2014), and Anacona (2014). Theoretically, this study was underpinned by an interpretivist epistemological paradigm informed by Berg (2007) and from a conceptual point of view I drew on tenets of both the religion and feminist theory guided by the work of Rambo (1999). Data was generated in the form of short anecdotal self-reflective narratives spanning over 25 years and encapsulated the gist of my upbringing and later experiences which all influenced the ways in which I have experienced the teaching of sensitive topics as a female beginner teacher female within an Islamic context. Findings were divided into three main themes, namely the Islamic religion, Islam and gender and teaching sensitive topic as a Muslim, female beginner teacher. Findings were refined into relevant subthemes. The gist of the findings revealed that a strict Islamic upbringing contributed largely to the discomfort experienced by a female teacher when teaching topics of a sensitive nature, such as sexual education which is compulsory in the current Life Orientation curriculum. Findings further pointed to the fact that this discomfort can be alleviated through self-talk, engagement with scholarly work and deep thought incited by engagement with sensitive topics. Recommendations were suggested for classroom practice. / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

The problem with which this investigation is concerned is that of achieving reliability of administrative judgment in the selection of beginning teachers. This study has a threefold purpose. The first is to determine the type and extent of investigation necessary to achieve reliability of judgment in the ratings of teacher applicants. The second is to investigate the feasibility of a Regional Education Service Center's providing personnel selection services to independent school districts. The final purpose is to develop recommendations relating to reliability in teacher selection.

Majority of the psychologists note that it is natural of a man to evolve gradually. In the beginning of the career, a teacher survives some stages of pedagogical development progress (Frances Fuler, 1969; Feiman – Nemsener, 1983; Leitwood, 1992; Arends, 1998; Šernas, 1998 etc.), but first and most of all (s)he experiences diffidence and self-concern. Only later (s)he starts to care about the teaching situation and the learners. After surveying a range of studies considering first-year teaching problems, a conclusion can be made that there are still very few programs helping beginner teachers’ work. As one of the ways which could help a young teacher solve raising problems, mentorship is being studied as method to establish and maintain partnership with young and little- or non-experienced colleagues. Good partnership should be grounded on common interests, mutual help and knowledge. The present article the deals with mentorship as way to help a beginner teacher’s adaptation and his formation as an educator, in which mentor means a person specially appointed to admonish a young teacher. Since Lithuania joined the international APartMent mentor preparation project in 2001, mentor has been defined as a qualified specialist able to conduct future teachers’ school practice. The present article states the opinion that it would be logical if the same mentor or a specially appointed person could admonish a beginner primary teacher as well, because a... [to full text]

Philosophiae Doctor - PhD (Education) / The National Policy Framework for Teacher Education and Development in South Africa of 2006 (NPF) outlines seven principles which underpin this policy as expressed in the Norms and Standards for Educators (2000). These principles require a teacher to be: a specialist in a particular learning area, subject or phase; a specialist in teaching, learning and assessment; a curriculum developer; a leader, administrator and manager; a scholar and lifelong learner; and a professional who plays a role in community development, citizenship education, and pastoral care. Beginner teachers have difficulty adapting to these new roles as they have not had efficient exposure to the actual, often harsh realities of the classroom situation as it unfolds on a daily basis. A qualitative research approach is employed in the research study to explore beginner teachers' perceptions of school support to enhance their capability sets in relation to teacher education policy. Generally, a qualitative study lends itself to developing an understanding of a particular phenomenon of interest without formulating a hypothesis. In this explorative study, the investigation was underpinned by the elements of Amartya Sen's Capability Approach which include "Freedoms", "Unfreedoms", "Capabilities" and "Functionings" (Sen 1992). These elements were used to understand the nature of beginner teachers' competences and the impact of policy on their performance. In this regard, the achievement of quality learning outcomes concerning the basic competences of beginner teachers could be linked to Sen's vision for reaching achieved functionings (those valuable activities and situations that make up a person's well-being, which is also referred to as that which a person ultimately manages "to be and to do").

Made available in DSpace on 2016-06-02T19:39:40Z (GMT). No. of bitstreams: 1 5778.pdf: 926403 bytes, checksum: 9c7a3237bbcb5aac4628ed7b72b65be2 (MD5) Previous issue date: 2014-02-12 / This research aims to understand which the perceptions and senses attributed by beginner teachers developing their professional career in school organizations are. The research was conducted in Hortolândia city, in São Paulo, and therefore, it was made interviews with teachers belonging to the municipal public schools network of the pictured locality. It is considered that the beginning stage of teaching is a specific moment in educators career, since it is a period that involves adversities, doubts and joy. Therefore, this concerning moment in beginner teachers career must be taken into consideration, offering support to the initial journey of teaching. Through data collection and their analyses, this work reports the necessities of the beginner teachers, as well as their educational experiences. The adopted methodology involves the interviews content analysis, that is, it was considered the speech and the narrative offered by the beginner teachers. In that sense, it is important to stand out the relation between the beginner teachers aspirations and the support offered in the educational environment. The presented study seeks to reveal the importance of focusing on the initial stage of teaching, on building new postures and on attitudes that meet the perceptions of the beginner teacher. / A presente pesquisa tem o objetivo de compreender quais são as percepções e os sentidos atribuídos por docentes iniciantes em carreira no campo das organizações escolares em que desenvolvem sua atividade profissional. O município de Hortolândia-SP foi escolhido para a construção deste estudo, e, para tanto, foram realizadas entrevistas com professoras pertencentes à rede de escolas públicas municipais da localidade retratada. Parte-se do princípio de que a etapa inicial da docência é um momento específico na carreira do educador, já que é um período de articulação de adversidades, dúvidas e alegrias. Portanto, faz-se necessário atentar para esse momento que envolve a vida dos professores, buscando oferecer auxílio para a jornada inicial do ato de lecionar. Por meio da coleta de dados construíram-se análises e são compartilhadas as necessidades dos professores iniciantes, bem como suas experiências educacionais. A metodologia utilizada envolveu a análise do conteúdo das entrevistas, ou seja, foram consideradas as falas e as narrativas oferecidas pelas professoras iniciantes. Nesse sentido, ressalta-se a importância de considerar a relação entre os desejos de professores ingressantes e a forma de apoio oferecida pelos sujeitos do ambiente escolar. O estudo apresentado busca ser um revelador da importância de focalização na etapa inicial da docência, no estímulo de edificação de novas posturas e atitudes que venham ao encontro das percepções de um professor ingressante.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-08-22T18:58:35Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Adriane Tozetto.pdf: 1825638 bytes, checksum: bfa7a24162fd56fc3624bfa7b7d67e6f (MD5) / Made available in DSpace on 2018-08-22T18:58:35Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Adriane Tozetto.pdf: 1825638 bytes, checksum: bfa7a24162fd56fc3624bfa7b7d67e6f (MD5) Previous issue date: 2018-06-25 / Esta pesquisa teve como objeto de estudo as contribuições do pedagogo para a prática pedagógica dos professores iniciantes na rede estadual de ensino do Paraná, na modalidade de Educação Profissional. O problema de pesquisa que norteou a investigação na linha de pesquisa Ensino e Aprendizagem do Programa de Pós-Graduação – Mestrado e Doutorado da Universidade Estadual de Ponta Grossa – UEPG, foi: Quais as contribuições do pedagogo para a prática pedagógica dos professores iniciantes, na modalidade de Educação Profissional, da rede estadual de ensino no município de Ponta Grossa? O objetivo geral foi analisar as contribuições do pedagogo junto aos professores iniciantes, na modalidade de Educação Profissional, da rede estadual de ensino do Paraná, na busca do aperfeiçoamento da prática pedagógica e os objetivos específicos foram: identificar as dificuldades do pedagogo e do professor iniciante na modalidade de Educação Profissional e verificar as atribuições do pedagogo na orientação da prática pedagógica desses professores. Utilizamos os seguintes autores da área educacional: Nóvoa (1995), Giroux (1997), Sacristán (1999), Contreras (2002), Saviani (1989; 2002; 2009; 2013), Pimenta (1991; 2011), Libâneo (2009), Almeida e Placco (2012; 2016), Domingues (2009), Garcia (1999), Huberman (1995), Tardif (2002), Ferreira (2002), Brzezinski (2012), Kuenzer (1992; 1997), Romanowski (2012), Vázquez (2011), Perez Gomés (1998), Imbernón (2010) e Franco (2012), os quais se reportam ao pedagogo e à prática pedagógica dos docentes. A pesquisa apoiou-se na abordagem qualitativa e os procedimentos metodológicos adotados, segundo Trivinos (2010), foram os questionários e as entrevistas semiestruturadas com os pedagogos das instituições de ensino selecionadas, a respeito das ações desenvolvidas na busca pelo aperfeiçoamento da prática pedagógica do professor iniciante na rede estadual de ensino do Paraná. A pesquisa contou com a participação dos pedagogos atuantes em 10 instituições de ensino que ofertam a modalidade de Educação Profissional no município de Ponta Grossa – PR, que responderam ao primeiro questionário de forma coletiva ou individual. Na sequência, foram distribuídos 23 questionários aos pedagogos que trabalham diretamente com a modalidade de Educação Profissional para serem respondidos de maneira individualizada e, desses pedagogos, foram selecionados 4 pedagogos para a entrevista semiestruturada. Para a análise dos dados, utilizou-se Bardin (1995). O resultado demonstrado pela pesquisa evidencia que a prática pedagógica do professor iniciante da modalidade de Educação Profissional tem como princípio os saberes construídos no decorrer da sua formação acadêmica e da sua experiência de vida. O pedagogo deve assumir o papel de mediador da prática pedagógica junto ao professor e suas contribuições estão voltadas à discussão de metodologias, ao direcionamento da reflexão crítica sobre a ação docente e à articulação entre os saberes, nos momentos de formação continuada e em serviço. / This research has as the object of study the contributions from pedagogues to beginner teachers’ pedagogical practices in Professional Education, in the State School System of Paraná. The research problem which guided the investigation in the research line of Teaching and Learning from the Post-Graduation Program – Masters and Doctoral Degrees of the State University of Ponta Grossa – was: What are the contributions from pedagogues to beginner teachers’ pedagogical practices in Professional Education, in the State School System in the city of Ponta Grossa? The general aim was to analyze the contributions from pedagogues to beginner teachers in the Professional Education area, in the State School System of Paraná, in search of improvement of pedagogical practices. The specific aims were: to identify the difficulties of pedagogues and beginner teachers in the area of Professional Education and to verify the pedagogues’ duties concerning the pedagogical guidance of those teachers. The following educational area authors were used as references: Nóvoa (1995), Giroux (1997), Sacristán (1999), Contreras (2002), Saviani (1989; 2002; 2009; 2013), Pimenta (1991; 2011), Libâneo (2009), Almeida e Placco (2012; 2016), Domingues (2009), Garcia (1999), Huberman (1995), Tardif (2002), Ferreira (2002), Brzezinski (2012), Kuenzer (1992; 1997), Romanowski (2012), Vázquez (2011), Perez Gomés (1998), Imbernón (2010) and Franco (2012). The research was based on the qualitative approach and the methodological procedures which were adopted, according to Trivinos (2010) were: questionnaires and semi-structured interviews with pedagogues from selected educational institutions, about the actions which were developed in order to improve the pedagogical practices of beginner teachers from the State School System of Paraná. The research included pedagogues who are working in ten (10) educational institutions which offer Professional Education in the city of Ponta Grossa. The pedagogues answered the first questionnaire as a group or individually. After that, twenty-three (23) questionnaires were handed in, to pedagogues who work directly in the Professional Education area, to be answered individually and, among those pedagogues, four (4) of them were selected to the semi-structured interview. The data analysis is based on Bardin (1995). The result of the research shows that the beginner teachers’ pedagogical practice in Professional Education has as a principle, the knowledge which was constructed during their academic education and life experience. The pedagogue must perform the role of mediator of the beginner teacher’s pedagogical practice, and his or her contributions must focus on discussions about methodologies, on directing critical reflections about teaching actions and on the articulation of knowledge, with continuous teacher development and in-service training.

Made available in DSpace on 2016-04-28T20:56:45Z (GMT). No. of bitstreams: 1 Ana Maria Gimenes Correa Calil.pdf: 2228899 bytes, checksum: 55d74ad0d2385b60758666bf6ab58118 (MD5) Previous issue date: 2014-05-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this research was to analyse the continued formation in the city of Sobral/CE. Education in this city has been calling atention for showing an evolution of the avaliation indicators as well as for performing specific continued formation for beginner teachers in municipal education. This work intended to analyse the process of implementation of the politics of continued formation in Sobral, and also to evaluate its contributions to the professional development of beginner teachers. It was chosen the qualitative approach of research, wich considers the perspective of the subjects, the context in wich they operate and the meanings they assign to their experiences. For that, it were used different research procedures and instruments, such as: semi-structured interview and focal group, document analysis and questionnaires in the attempt to embrace, in the various fields and with the involved actors, all of the continued formation process. The subjects were, in the Education Secretary, the educational superintendent and the coordinator of mastership appreciation; in the School of Formation of teachers, the principal, the coordinator of formation and 11 former teachers; and 45 beginner teachers that evaluated the formation offered by the municipal sector. During the making of this work, it were unveiled actions that were articulated to form an educational system in the municipal sector that also adopts meritocracy and results policy as reference to reward schools and its teams. The continued formation assumes such great importance that a School of Permanent Formation was created, because it is understood that formation is important and education is permanent, all of the involved: principals, coordinators and teachers, go through formation in exercise and cocharge each other for the results of the students learning. The results have pointed to the professional development of all instances involved in the process of continued formation / O objetivo desta pesquisa foi analisar a política de formação continuada no município de Sobral/CE. A educação neste município tem chamado a atenção tanto por apresentar evolução nos indicadores de avaliação quanto por realizar formação continuada específica aos professores iniciantes na rede municipal. Pretendeu-se com este trabalho analisar o processo de implementação da política de formação continuada em Sobral, bem como, avaliar as contribuições da formação continuada para o desenvolvimento profissional dos professores iniciantes. Foi adotada a abordagem qualitativa de pesquisa que considera a perspectiva dos sujeitos, o contexto em que atuam e os significados que atribui às suas experiências.. Para tanto, foram utilizados diferentes procedimentos e instrumentos de pesquisa, tais como: entrevista semi-estruturada e grupo focal, análise de documento e questionário na tentativa de captar, nos diversos campos e com os atores envolvidos, todo o processo de formação continuada. Teve como sujeitos, na Secretaria de Educação a superintendente educacional e a coordenadora de valorização do magistério; na Escola de Formação de professores a diretora, a coordenadora de formação e 11 professores formadores; e, 45 professores iniciantes que avaliaram a formação oferecida pela rede municipal. Ao longo deste trabalho foram sendo descortinadas as ações que se articularam para a formação de um sistema educacional na rede municipal que também adota a meritocracia e a política de resultados como referência para a premiação das escolas e suas equipes. A formação continuada assume grande importância, a ponto de ser criada uma Escola de Formação Permanente, por entenderem que a formação é importante e a educação é permanente, todos os envolvidos: diretores, coordenadores e professores passam por formação em exercício e se corresponsabilizam pelos resultados da aprendizagem dos alunos. Os resultados apontaram para o desenvolvimento profissional de todas as instâncias envolvidas no processo de formação continuada

Made available in DSpace on 2016-06-02T19:35:58Z (GMT). No. of bitstreams: 1 6212.pdf: 1916259 bytes, checksum: 923f5a60d1dfa0ca85de7e776bb8974c (MD5) Previous issue date: 2014-01-24 / Universidade Federal de Sao Carlos / The discussion about rural teachers is emergent in Brazil, and few studies on this topic are identified, specially when we focus on the beginning of the career and the learning of the teaching of rural teachers. Thus, this research aims to contribute to this field of study, analyzing how the practice of (self) formation of rural teachers in the early years of the teaching career is configured. From the qualitative research, (auto) biographical approach and the method of life stories, this research was developed with a view to unveiling the formative paths of beginning teachers from rural municipalities of Macarani and Maiquinique, Bahia, belonging to the territory of identity of the Middle Southwest. I used as sources of data collection instruments such as questionnaires, letters, diary and narrative interview, through which I could refer to the memory of the participants and the redemption of their life stories, trying to understand aspects of life-formation. The narratives of the letters, diaries and interviews were triangulated in order to improve the interpretation and analysis of data. The research-formation was the search procedure, given the merit of performing at the same time the procedure of investigation and formation, highlighting the formation process from both the narratives of the research and research collaborators. The study showed that there is no research on beginning teachers of rural areas in Brazil, calling attention to the emergence of the theme. It also ratified that the path of the learning of the teaching of rural teachers is long and fraught with peculiarities and that the social, cultural, personal and professional dimensions make up the production/mobilization of knowledge of these rural beginner teachers. The memories showed to be revealing the subjects and the (auto) biographical narratives, an important formative source; through them the formation course was redone outlining new meanings. These teachers face difficulties that underlie the lack of initial and continuing formation because they act in a mixed level class of Adult Education and act in precarious conditions. So, many factors differentiate the start of teaching in the countryside from that which occurs in other areas and they are identified as ruralities that cross this professional experience. In this study, it was part of this teacher formation trajectory the written narratives, potentiating the professional development, because teachers beginning their careers in rural narrate about learning, rural teaching practices, knowledge, relationships with students, the rural school, job satisfaction, about the personal self and how these narratives are essential components in the teaching establishment. Therefore, the narratives themselves are configured as practical formation of rural teachers beginning their careers. / As discussões sobre professores rurais iniciantes é emergente no Brasil, assim, esta pesquisa objetivou contribuir com esse campo de estudos, ao analisar como a narrativa (auto)biográfica se configura prática de (auto)formação de professores rurais, nos anos iniciais da carreira docente. A partir da pesquisa qualitativa, da abordagem (auto)biográfica e do método das histórias de vida, foi desenvolvida esta investigação com vistas a desvelar as trajetórias formativas de dois professores iniciantes da zona rural dos municípios de Macarani e Maiquinique, na Bahia, pertencentes ao território de identidade do Médio Sudoeste. Utilizei como fontes de coleta de dados, instrumentos como questionário, cartas, diário e entrevista narrativa, por meio dos quais pude remeter à memória dos participantes, buscando compreender aspectos das suas vidas-formação. O procedimento de pesquisa foi a pesquisa-formação, com o intuito de possibilitar tanto a investigação quanto a formação. O estudo evidenciou que existem poucas pesquisas sobre professores iniciantes da zona rural, no Brasil, chamando a atenção para a emergência do tema, como enfatizado nesta pesquisa. Ainda ratificou que o caminho da aprendizagem da docência de professores rurais é longo e carregado de peculiaridades e que as dimensões social, cultural, pessoal e profissional compõem a produção/mobilização de saberes desses docentes iniciantes. As memórias se mostraram reveladoras dos sujeitos e as narrativas (auto)biográficas escritas, potencializadoras do desenvolvimento profissional. Esses professores enfrentam dificuldades que perpassam pela falta de formação inicial e continuada, devido ao fato de atuarem em classes multisseriadas de Educação de Jovens e Adultos, em condições precárias. Assim, muitos fatores diferenciam o início da docência na zona rural daqueles que ocorrem em outros espaços e foram identificados como ruralidades, as quais atravessam essa experiência profissional. Esses professores relataram suas aprendizagens, as práticas pedagógicas rurais, os saberes, a relação com os alunos, a escola rural, a satisfação no trabalho, falaram sobre o eu pessoal e profissional e demonstraram que estas narrativas são componentes essenciais na constituição docente. Portanto, as narrativas de si se configuraram como prática de formação de professores rurais em início de carreira.

Made available in DSpace on 2014-08-20T13:57:33Z (GMT). No. of bitstreams: 1 Veronica_Caldeira_Leite_Christino_dissertacao (1).pdf: 864481 bytes, checksum: 7aa377ff1104d04206b057810ababbad (MD5) Previous issue date: 2013-08-22 / This research deals with the discourses surrounding teaching and the teaching profession at the university and at school in order to analyze how the trainees and beginning teachers of chemistry deal with different concerns that "being a teacher" brings and what effects these different discourses would have on the practice of teaching as well as think about monitoring the practices of trainees of Chemistry at the school where I work. Research subjects were students graduating in the period 2011/2, beginner teachers of Chemistry and trainees in the Colégio Municipal Pelotense in the period 2011/2 to 2012/1, all students or graduates of the Degree Course in Chemistry UFPel. The survey was conducted with a methodology that meets assumptions of discourse analysis, based on the theory of Michel Foucault (2012), considering speech as a practice that produces the objects about which it speaks. Interviews, questionnaires and records of responses to a hypothetical situation created for the interviewees to manifest their opinion about the undergraduate program and being a teacher were taken as analysis corpus. Data analysis showed the recurrence of an utterance that permeates different discourses, in the university and in the school, in which being an elementary school teacher is something diminished, and it is possible to see, throughout the study, its effects on the formation of professional identity . From the results of the analysis, it is clear that there is an estrangement of the school by subjects who begin teaching, either as a trainee or as a beginner teacher. I see the proposition of thinking actions for monitoring beginner teachers and especially trainees as a way to draw attention to the role of the university and the school as teacher training agencies, from the initial formation, which may contribute to soften estrangements between university and school, pointed by the subjects of this research. / Este estudo refere-se à análise de discursos que circulam na universidade e na escola sobre a docência e a profissão docente e, a partir dessa análise, discute o papel da escola e da universidade no acompanhamento a estagiários e a professores ingressantes na Educação Básica. Foram sujeitos da pesquisa alunos concluintes no período 2011/2, professoras de Química ingressantes no Colégio Municipal Pelotense e estagiárias no período de 2011/2 a 2012/1, todos estudantes ou egressos do Curso de Licenciatura Química da UFPel. A pesquisa foi realizada com uma metodologia que atende pressupostos da análise de discurso, segundo a teorização de Michel Foucault (2012), que considera o discurso como prática que produz os objetos sobre os quais fala. Foram tomados como corpus de análise as entrevistas, os questionários e os registros de respostas a uma situação hipotética criada para que os entrevistados manifestassem sua opinião sobre o curso de licenciatura e sobre o ser professor. A análise dos dados mostrou a recorrência de um enunciado que perpassou diferentes discursos, na universidade e na escola, de que ser professor da Educação Básica é algo menor, sendo possível ver, ao longo do estudo, seus efeitos para a constituição da identidade profissional docente. A partir dos resultados da análise, percebe-se que há um estranhamento da escola pelos sujeitos que iniciam a docência, seja como estagiário, seja como professor ingressante. Propor ações para o acompanhamento aos professores ingressantes e aos estagiários pode ser uma iniciativa para que o ambiente da escola se torne mais acolhedor, diminuindo a distância que os sujeitos da pesquisa dizem haver entre universidade e escola, levando-nos a pensar que, embora importantes, apenas as ações de formação continuada parecem não estar sendo suficientes, sendo necessário a escola também se ver como agência formadora de professores, desde o período de sua formação inicial.