Teacher education for undergraduates: possibilities for novice teachers

Abstract

Many professionals are early in teaching and in many cases, showing pedagogical unpreparedness. The article aims to reflect on the teacher considered a novice and his teacher formation process. This study of theoretical reflection had as guiding questions: how is a novice teacher constituted? What are the main dilemmas faced by this one? How can teacher education help in problematic situations? The results suggest that the possibility of formal formation is widely considered and that proposals for teacher formation to use strategies in addition to those that only stimulate reflection on teaching practice itself. They can help, but not replace formation, in this process: observation of the practice of colleagues and horizontal learning with peers, use of the reflective portfolio, collaborative studies, such as Lesson Study, creation of communities of practice and adoption of the period of professional induction. We reiterate institutional support as essential. Based on these reflections, we intend to contribute to teaching practice, emphasizing that teacher formation strategies are part of a broad formation process.