Young Doctors Starting Teaching Career
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Abstract
The aim of this study was to understand the young condition of teachers in the beginning phase of university teaching. We consider beginners to be teachers with up to 3 years of experience and young to those up to 32 years old, who sequentially completed undergraduate, masters and doctoral degrees and then joined teaching. In the qualitative research, we collected the data through interviews with 6 young beginning teachers linked to the Federal University of Pelotas and observations of undergraduate classes of these teachers. The data, worked through content analysis, were interpreted from theories about teacher education and initiation to teaching. For teachers, youthfulness is not a factor of standardization or causality in the ways of being, acting or relating to students. However, this condition produces in the teacher both motivating experiences and limitations that are lived in parallel, while building their teaching identities.
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