Teacher Professional Induction: An Act of Care and Support

Authors

DOI:

https://doi.org/10.31496/rpd.v26i51.2074

Keywords:

professional teacher induction, teacher training, professional teacher development

Abstract

The present study discusses the concept of professional induction related to the beginning of the teaching career in dialogue with a completed master's research. The objective is to problematize the understandings of induction and its relevance in the continuing education of beginning teachers. The method involved theoretical analyses from PPGEdu/UERJ, a literature review, and a semi-structured interview, identifying a trace of induction in Niterói-RJ. The results indicate that induction is linked to continuous and intentional actions of monitoring the teacher during professional insertion. It is concluded that such actions are associated with institutional practices of welcoming and pedagogical support.

 

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Author Biographies

Rejane da Fonseca Velasco Braga, Universidade do Estado do Rio de Janeiro - UERJ, São Gonçalo, Brasil

Master’s degree in Education from the Graduate Program in Education: Formative Processes and Social Inequalities at Universidade do Estado do Rio de Janeiro (UERJ). Specialist in School Management, with an emphasis on Administration, Educational Guidance, Supervision and School Inspection, and in Clinical and Institutional Psychopedagogy and Ludopedagogy. Holds a degree in Pedagogy from Universidade do Estado do Rio de Janeiro (2018). Currently, she serves as an educational counselor for the Municipality of Tanguá (RJ) and as an Early Childhood Education teacher at the Municipal Foundation of Education of Niterói.

Vânia Finholdt Angelo Leite, Universidade do Estado do Rio de Janeiro - UERJ, São Gonçalo, Brasil

Postdoctoral researcher at Universidade Federal do Rio Grande (2023–2024). Ph.D. in Education from Pontifícia Universidade Católica do Rio de Janeiro (2012). Master’s degree in Teaching, Philosophy and History of Science from Universidade Federal da Bahia (2005). Holds a degree in Pedagogy from Faculdades Integradas de Uberaba (1987). Currently, she is Associate Professor at the Faculty of Teacher Education of the Universidade do Estado do Rio de Janeiro (UERJ) and a permanent faculty member of the Graduate Program in Education: Formative Processes and Social Inequalities.

References

CRUZ, G. B.; ÁVALOS, B. Indução docente: formação de professores iniciantes em perspectiva. Revista Eletrônica de Educação. [S. l.], v. 18, n. 1, p. e6475003, 2024. DOI: http://dx.doi.org/10.14244/198271996475. Disponível em: https://reveduc.ufscar.br/index.php/reveduc/article/view/6475. Acesso em: 14 maio. 2026.

CRUZ, G. B.; FARIAS, I. M. S.; HOBOLD, M. S. Indução profissional e o início do trabalho docente: debates e necessidades. Revista Eletrônica de Educação. [S. l.], v. 14, p. e4149114, 2020. DOI: https://doi.org/10.14244/198271994149. Disponível em: https://www.reveduc.ufscar.br/index.php/reveduc/article/view/4149. Acesso em: 14 maio. 2026.

CRUZ, G. B.; FERNANDES, I. C. B. Estratégias de superação: caminhos trilhados por professores iniciantes para a sobrevivência e estabilidade na docência. Revista Portuguesa de Educação. 37(2), e24027, 2024. DOI: https://doi.org/10.21814/rpe.29699. Disponível em: https://revistas.rcaap.pt/rpe/article/view/29699. Acesso em: 14 maio. 2026.

HUBERMAN, M. O ciclo de vida profissional dos professores. In: NÓVOA, A (org.). Profissão professor. 2. Ed. Porto: Porto Editora, 1989. p. 31-61.

MOREIRA, H.; CALEFFE, L. G. Metodologia da pesquisa para o professor pesquisador. 2. ed. Rio de Janeiro: Lamparina, 2008.

NASCIMENTO, M. G. C. A.; SILVA, Y. R. O. C.; COSTA, S. A. Inserção e indução profissional dos professores iniciantes/principiantes: estratégias formativas e papel dos coordenadores pedagógicos. Revista Eletrônica de Educação. v. 18, p. 1-22, e6479016, jan./dez, 2024. ISSN 1982-7199. DOI: http://dx.doi.org/10.14244/198271996479. Disponível em: https://www.reveduc.ufscar.br/index.php/reveduc/article/view/6479. Acesso em: 14 maio 2026.

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Published

2026-07-28

How to Cite

DA FONSECA VELASCO BRAGA, Rejane; LEITE, Vânia Finholdt Angelo. Teacher Professional Induction: An Act of Care and Support. Revista Profissão Docente, Uberaba, MG, v. 26, n. 51, p. 1–16, 2026. DOI: 10.31496/rpd.v26i51.2074. Disponível em: https://revistas.uniube.br/index.php/rpd/article/view/2074. Acesso em: 29 jul. 2026.

Issue

Vol. 26 No. 51 (2026): Publicação Contínua

Section

Articles

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Submitted texts approved by the Editorial Board of Revista Profissão Docente will be published, and their authors may use them for future publications, provided that the original edition is properly cited (title, Revista Profissão Docente, volume, issue, year of publication, and page numbers of the referenced text). All articles published in this journal are the sole responsibility of their authors. Revista Profissão Docente and Universidade de Uberaba assume no legal responsibility for their content.

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