Critical knots in the insertion of beginner teachers: Lessons for teacher training programs

Abstract

This research article problematizes the critical knots of beginner teachers in the context of the Teaching Professional Development Act in Chile and a new social and cultural order that complicates the teaching task in terms of its demands. A qualitative approach with semi-structured interviews with primary and special child education teachers identified the difficulties in four areas of action that define good teaching. The analysis allows to identifying concerns associated with the creation of an environment conducive to learning, to professional responsibilities, to teaching for the learning of all students, and its preparation. It is concluded that the beginner faces her/his work with fragmented action schemes regarding the situations she/he experiences, which is why the training of teachers should consider cultural sensitivity and a greater link with the school insertion territories.