Las políticas de desarrollo profesional del profesor principiante en el programa de acompañamiento de docentes noveles en su primera inserción laboral de Argentina

Abstract

Considering the difficulties faced by teachers when they begin working, particularly at present times, this article presents some alternatives for political and pedagogical interventions taking as a reference the Programme for Supervision of Inexperienced Teachers Entering the Labor Market in Argentina. In the first part, the main features of this programme are exposed. It is one of the national lines of teacher professional development. Supervision, the different devices implemented and local experiences as inputs for defining public policies are some of those lines. Furthermore, opinions of inexperienced teachers who have been followed in their entry in the labor market are presented and analysed, with emphasis on strengths and weaknesses perceived when teaching, the value of the training received and the supervision proposal itself. In the end, several characteristics which should be considered by every training proposal aimed at strengthening the teaching job are examined.