Resumo

VIVAS DE CHACON, Mireya; BECERRA TORRES, Gladys  e  DIAZ HERRERA, Dámaris. Beginning Teacher's Education at the Los Andes University at Tachira Pedagogy Department. REDIE [online]. 2005, vol.7, n.1, pp.01-17. ISSN 1607-4041.

This article shows the results of a case study conducted with first-year college teachers. The purpose of the study was to describe the development and training that these teachers received in their teacher education programs, and how that knowledge prepared them to work at the university. Data was gathered through in-depth interviews. Teachers reported feelings of loneliness, fear, rejection, anxiety, and dislocation in their work place. The study shows that the departments do not comply with the professional development plans that new teachers require as mandated by the institutional norms of the university where the study took place. It is concluded that the beginning teachers do not receive institutional support in the form of mentoring or professional development programs that help them adjust to the new environment. Professional development programs are left under their responsibility and, as a result, novice teachers work isolated, they do not conduct research, and do not have the opportunity to learn from experienced teachers. Recommendations are given to set up a mentoring program under the departments' responsibility for the professional development novice teachers need in the first year entry to college teaching.

Palavras-chave : Teacher education; beginning teachers; college teaching.

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