Induction period of novice teachers graduated from São Paulo University: processes of identity, socialization and professionalization construction of teachers

• Grant number: 14/00217-2
• Support Opportunities: Regular Research Grants
• Start date: July 01, 2014
• End date: June 30, 2016
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Maria Isabel de Almeida
• Grantee: Maria Isabel de Almeida
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: José Cerchi Fusari ; Selma Garrido Pimenta ; Terezinha Azerêdo Rios ; Vilanice Alves de Araújo Püschel

Abstract

This research aims to study the induction period of novice teachers graduated from USP as teachers in school systems. Approximately 4,600 graduates in all teaching areas offered by USP1 from 2005 to 20082 will be investigated. A map of the relationships among university formation, admission and induction period, particularly in public schools is expected to be drawn. An analysis of the public policies of input of novice teachers into school systems considering the admission and permanence at schools will also be performed. In theoretical field, a contribution to the enlargement of the comprehension of the processes of identity, socialization and professionalization construction is intended to be done, and also a contribution to the review of the teacher training curriculum. The methodological approach chosen for the study is survey research, once it is suitable for sampling data from a target population and for understanding how shifts and professionally develops the population (KRATHWOHL, 1997). The empirical data will be collected from the novice teachers through electronic questionnaires; the sampling will be simple random, according to individual availability in collaborating with research. The data collection will be carried out in three successive stages: a) electronic consulting on current employment status; b) electronic questionnaires for those whom answered to be acting or having acted in the public school; c) individual semi-structured interviews with a sampling of teachers who are working or have worked in public schools and have expressed their willingness to continue participating in the research. Considering that USP is a public top university and one of the first that have created teacher training programs in Brazil (since its foundation in 1934), the comparative analysis was imposed as necessary with visits to seek indicators to broaden the understanding of the research results, with results from other studies conducted by research groups in other Brazilian states and in some countries with top universities that also have significant academic and policy relevance in the area. (AU)