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AS PESQUISAS SOBRE PROFESSORES INICIANTES NO BRASIL: UMA REVISÃO

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Author(s): Priscila Monteiro Corrêa | Vanessa Cristina Maximo Portella

Journal: Olhar de Professor
ISSN 1518-5648

Volume: 15;
Issue: 02;
Start page: 223;
Date: 2012;
Original page

Keywords: Beginning teachers | Academic production | Early Years of Teaching | Teacher education | Professional development.

ABSTRACT
Studies about teacher education are becoming more prominent in the academic production, although the fi rst years of teaching is a theme not fully explored within the broader teacher education agenda (Mariano, 2006a; Papi e Martins, 2010). The purpose of this paper is to contribute to standardize/organize current knowledge on Brazilian beginning teachers through the analysis developed by Papi and Martins (2010). The corpus about the early years of teaching are based on the ANPEd 2008, 2009, 2010 and 2011 proceedings as well as on the CAPES 2008, 2009, 2010 database. The conclusion presents some Brazilian initiatives concerning the early years of teaching. The paper also presents some evidence based on the review, such as the relevance of developing research about the topic in the different regions of the country. In addition, this paper reinforces that research should consider the work of teachers who act in different types of schools. The fi ndings emphasize previous considerations regarding the relevance of continuous research about the early years of teaching.
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