“How willing am I to become a teacher?”: Multiple perspectives on teacher induction in initial teacher training
DOI:
https://doi.org/10.14571/brajets.v18.n2.409-435Keywords:
Teaching, Autoethnography, Teacher Training, English, SpanishAbstract
The following article maps out the view of multiple actors or subjects (the student-teacher himself, the teacher trainers, and other student-teachers) regarding the insertion of a novice teacher majoring in the teaching of English and Spanish simultaneously as their initial training in an Additional Languages Liberal Arts undergraduate program. The basis of the research is autoethnographic, built on journals, as well as other aspects related to the contexts of the Pedagogical Residency Program and the mandatory internships, which trace the first experiences as a teacher during teacher training. In the journals produced by the investigated student-teacher, the idea was to comment about the classes personally and critically, highlighting the relationship established with the exercise of teaching. Moreover, the feedback of five professors, two of whom work at the schools where the practice was carried out and three professors responsible for the mandatory internships and the Pedagogical Residency Program were used as analysis instruments. Additionally, two student-teachers who accompanied the investigated student-teacher have also written their reports, involving seven people in total within one year approximately. After analyzing all of the data using software IRaMuTeQ, we discovered different dilemmas and imaginaries that followed all the teacher practice, including several questions about following a career as an additional languages’ teacher career or not, besides usually positive perceptions from professors and colleagues about the investigated teacher’s skills, but with different nuances related to his vision, as they are external views.
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