CHALLENGES IN THE PROFESSIONAL INSERTION PROCESS OF BEGINNING LITERACY TEACHERS

Abstract

This article is framed within the discussions on the professional development of beginning teachers with a focus on the movements involved in the entry into teaching of literacy teachers in the first years of professional practice and the challenges implied in this process. This is a qualitative exploratory study, whose data collection tool was a focus group held with seven beginning literacy teachers from a municipal education system. The results reveal the challenges faced by teachers in their professional beginnings, related to gaps in the initial training with no direction for the specifics of teaching in the process of acquisition of reading and writing by the child, the lack of support for the beginning teacher, especially about literacy practices, as well as the lack of specific knowledge about the processes that involve the acquiring reading and writing. These conditions are aggravated by the excess of attributions, which compromises the time necessary for the professional development of teachers. The study highlights the need for greater attention The study highlights the need for greater attention to the initial period of teaching, especially for beginners who take on literacy classrooms.