BEGINNING TEACHERS AND THEIR INSERTION IN THE SCHOOL SPACE: A CONSTRUCTION OF THE PROFESSIONAL IDENTITY

The training and performance of teachers has a history built historically marked by features that will be present in the construction of professional identity. The aim of this study was to analyze and identify the construction of teacher identity from the view of the beginning teacher at the time of his insertion in the career, as well as understand the conflicts and difficulties of this process. It was set up as a qualitative research of the descriptive-interpretative type and for data collection a questionnaire was applied and a semi-structured interview was carried out with 8 (eight) beginning teachers. The results revealed that teachers analyze the limits of their initial formation, suffer the "shock with reality"; Wish to improve their work to build their professional identity and understand continuing education as necessary for the profession. The study may lead to discussions and reflections on policies to support beginning teacher and teacher training processes.