Pedagogy in focus: Bibliographic study on initial training, professional development and inexperienced teachers

Abstract

DOI: http://dx.doi.org/10.14244/19827199838

This paper consists in a discussion of the results of a bibliographical research, conducted in the annals of the annual meetings of the National Association of Graduate Studies and Research in Education (ANPEd) and the Public Domain Portal’s database of thesis and dissertations. The goal of this research was to identify relevant data to the training of teachers who have been working with the early years of Elementary School in the recent past. Conceiving teacher education as a continuous development, in which the initial training and teaching experiences are the first stages of a career that interconnect during the professional development process, we’ve selected the following descriptors: initial training, professional development and inexperienced teachers. The results indicate a number of authors taken as reference to discuss teachers’ training and themes variation. However, we’ve noticed a tenuous exploration of issues related to professional development and inexperienced teachers. The number of papers that study initial training, although more numerous, is still insufficient when we observe the variety of themes involved in this stage of training. The considered studies reiterate the need of reviewing initial teacher training, the interference of different factors in professional development and the importance of supporting programs for inexperienced teachers.

Keywords: Bibliographic study, Initial training, Professional development, Inexperienced teachers.