Teacher induction processes: a study on the experiences of mathematics teachers who graduated from a federal institution

• Grant number: 24/08195-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2025
• End date: March 31, 2026
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Aline de Cássia Damasceno Lagoeiro
• Grantee: Brian Yohan Corrêa Alves Leonel
• Host Institution: Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP). Campus Itapetininga. Itapetininga , SP, Brazil

Abstract

Teaching learning and teaching practice are complex processes, continually influenced by several factors. In this conception, the relevance of the initial stage of teaching for the configuration of professional identity stands out. During this period, the process of teacher induction gains prominence, understood as systematized monitoring and support for beginning teachers. Adopting this perspective, this research aims to investigate the teaching induction experiences experienced by early-career mathematics teachers, graduates of a federal educational institution. The choice to study this context is justified due to the need to understand how induction actions materialize in different contexts of beginning teaching, as ways of promoting a more solid and secure entry into the career. Based on the hypothesis that there are still few institutionalized induction programs and, in this context, certain support actions may have the potential to constitute induction actions, a qualitative study is proposed, in order to learn about the induction actions experienced by participating teachers. By shedding light on the current configuration of induction actions developed, this research has the potential to boost studies aimed at teacher induction in other areas of knowledge. It can also encourage an expanded investigation, of regional or national scope, into the reality of teacher induction, constituting a driver for the construction of public policies aimed at this purpose, subsidizing partnerships between higher education institutions and public basic education networks.