Beginning teachers and their vision about their profession: Didactic-pedagogical aspects

Abstract

The article analyzes the contribution of didactic-pedagogical training to the professional teaching practice of beginning career teachers, recent graduates of the teacher education courses and in a situation of professional insertion. It problematizes the formation for the teaching practice and defends that it is necessary to guarantee to the teacher in formation and in action conditions to propose forms of mediation of the pedagogical practice, based on conceptions that allow to situate the social function of such mediations. It presents findings of a qualitative research with beginning teachers working in schools of basic education limited to the context of the Brazilian educational system. The research was methodologically conducted by conducting interviews with 16 teachers and observing classes from four of them. The analyzes indicate that the contribution of didactics lies in the intersection between academic and practical formation, a condition for the teacher's professional formation.