ABSTRACT

This study has its background in teacher induction. The topic concerns not only university researchers, but also educational managers, teachers in general, politicians, different governments and multilateral organisations. The relevance of the topic is explained by the fact that the first years in teaching are marked by high rates of profession abandonment and difficulties faced by novice teachers to develop in the profession. To describe and interpret how beginning Physical Education teachers perceive the ambiguities of discovering and surviving in the profession, in working conditions marked by academically and institutionally belonging to the Physical Education disciplinary field. The study was conducted with 13 beginning Physical Education teachers who had all graduated from the Federal University of Minas Gerais. The investigation is of a descriptive qualitative nature and used two data collection instruments: semi-structured interviews and teaching case analysis. Even though it is acknowledged that novice PE teachers experience professional dilemmas that are similar to those of beginning teachers of other subjects, it is important to also acknowledge that the experience of beginning, exploring and discovering a profession cannot be seen as a similar event for teachers of all other different subjects. Findings in our investigation show that belonging to a certain field is an important element when analysing different teachers’ trajectories in their teaching induction period, since those trajectories define crucial ways of being a teacher, developing work and how this work is perceived by others. A second issue considered led us to question some rather rigid parameters of the temporal markers for the different stages/cycles of professional development. It has to do with the double-vulnerability condition experienced by PE teachers – they are beginners in their profession and, at the same time, they are teachers of a ‘second-class’ subject, which may postpone the advancement to the career stabilisation stage, mainly due to the strong presence of particular survival aspects. The study pointed out the need for acknowledgement, inclusion and support for different teaching trajectories in order to guide actions and policies for beginning teachers’ retention.

摘要

本研究的背景是教师入职。该主题不仅涉及大学研究人员，还涉及教育管理者、教师、政治家、不同政府和多边组织。该主题的相关性是由以下事实来解释的：教学的头几年的特点是职业放弃率高，新手教师在职业发展中面临困难。描述和解释初级体育教师如何看待在职业中发现和生存的模糊性，在以学术和制度上属于体育学科领域为标志的工作条件下。这项研究是由 13 名刚从米纳斯吉拉斯州联邦大学毕业的体育教师进行的。调查具有描述性的定性性质，并使用了两种数据收集工具：半结构化访谈和教学案例分析。尽管承认新的体育教师经历与其他学科的初级教师相似的职业困境，但重要的是也要承认开始、探索和发现职业的经历不能被视为教师的类似事件。所有其他不同的科目。我们的调查结果表明，在分析不同教师在教学上岗期间的轨迹时，属于某个领域是一个重要因素，因为这些轨迹定义了成为一名教师、开展工作以及他人如何看待这项工作的关键方式。考虑的第二个问题使我们质疑专业发展的不同阶段/周期的时间标记的一些相当严格的参数。这与体育教师所经历的双重脆弱状态有关——他们是专业的初学者，同时又是“二等”学科的教师，这可能会推迟进入职业稳定阶段，主要是由于特殊生存方面的强烈存在。该研究指出，需要承认、包容和支持不同的教学轨迹，以指导留住初级教师的行动和政策。这与体育教师所经历的双重脆弱状态有关——他们是专业的初学者，同时又是“二等”学科的教师，这可能会推迟进入职业稳定阶段，主要是由于特殊生存方面的强烈存在。该研究指出，需要承认、包容和支持不同的教学轨迹，以指导留住初级教师的行动和政策。这与体育教师所经历的双重脆弱状态有关——他们是专业的初学者，同时又是“二等”学科的教师，这可能会推迟进入职业稳定阶段，主要是由于特殊生存方面的强烈存在。该研究指出，需要承认、包容和支持不同的教学轨迹，以指导留住初级教师的行动和政策。