The recognition of induction as a key element in the professional development emerged in recent years from the increased awareness of the need to support newly qualified teachers. As a result, several countries have developed programs to support teachers in the beginning of their teaching career. In Portugal, a probationary year was made compulsory in 2009/10. This article presents the perspective of the teachers in probation year participating in this first implementation, through the analysis of quantitative and qualitative data collected at different moments of the process – in the beginning, during and at the end of the process. The probation year contribution for professional development, the role of the mentors and the formation needs will be considered. The comparison between the collected data will allow us to draw some considerations about the process and its impact on the professional development of these teachers.
|Title of host publication||Formação e profissão docente|
|Editors||Célia Maria Guimarães, Pedro Guilherme Rocha dos Reis, Abdeljalil Akkari, Alberto Albuquerque Gomes|
|Place of Publication||Araquara, São Paulo, Brasil|
|Publisher||Junqueira & Marin Editores|
|Publication status||Published - 1 Jan 2011|