FROM INITIAL TEACHER TRAINING TO NEWLY QUALIFIED TEACHER

This research falls within the scope of initial teacher training and aims to understand the impact of the preparation that students in this context receive on their performance within the teaching practice, when their access to employment occurs. Following these purposes, and setting the development of this research as a whole, the ensuing issues emerged: i) What are the implications of the experiences lived in the initial training in the teaching practice? ii) What are the main difficulties faced by novice teachers in the first two years of their careers? iii) How do beginning teachers act? iv) How does the sense of belonging to a new group develop? v) What are the characteristics of work contexts that facilitate and/or constrain their employability? In this study, 6 teachers who began their professional activity in the academic year 2015/2016 were analyzed. The investigation is part of the interpretation paradigm, using for this reason a qualitative method. The technique used for data collection was the semi-structured interview and the information was examined by using the inquiry of the content, through the software NVIVO 11. The analysis associated to the data collection, although shaped by the theoretical referential and the personal convictions of the researchers, followed the steps recommended by Bardin (2009) for content analysis. The results of this study highlight the problems experienced by these teachers in the independent exercise of teaching functions in several dimensions.