An analysis of the perception of beginning teachers about the participation in an induction program

The research aimed at analyzing novice teachers' perception about the participation in a mentoring program in order to understand its consequences for their teaching activity. We analyzed 18 open-ended responses from a questionnaire. The following categories arose from the analysis of the answers: initial expectations about the mentoring program; perceptions about the program in teaching; and reflective processes. In general, the analysis revealed that the program was a favorable setting for promoting the novice's professional development. The novices' perceptions suggest that dialogued and formative participation, built in a collaborative way with the mentors, gradually promoted autonomy to think about their teaching practices, reflect more critically on their work, build specific knowledge about the profession, as well as exercise their self-knowledge, suggesting their recognition and belonging in the profession.