IMPLICATIONS OF A COLLABORATIVE TRAINING PROCESS FOR THE PROFESSIONAL DEVELOPMENT OF BEGINNING TEACHERS

This research aimed to understand the implications of a collaborative-formative process to the professional development of novice teachers who work in the early years of elementary education in a municipal public school in Picarras-SC. A qualitative and collaborative research was developed, and the data were analyzed using textual discourse analysis. During the course of the research, the main challenges faced by novice teachers in their daily practice were listed through a narrative interview: collaborative work, teaching knowledge, ethical commitment of the teacher, interpersonal relationships, and reflective practice. Based on these challenges, a learning community was formed. The implications obtained in this collaborative formative process led to the defense of: continuing education based on the interests and challenges faced by teachers; continuing education centered in the school; and collaborative work among teachers.