Abstract
We discuss teacher training of former students of a teaching initiation program in their first years of professional integration. We begin with the assertion that, generally, teachers who are more broadly prepared and certified are more successful in teaching, instigating questions about how beginner teachers, from differentiated learning opportunities during initial training, experience the first years of teaching. The analysis turns to facts about the professional integration of former students of teaching initiation programs, specifically from the Institutional Program of Initiation to Teaching Scholarship (PIBID, in Portuguese) in Ceará. Methodology involved carrying out a survey with 263 former members of PIBID from two Higher Education Institutions (HEI) in Ceará. They are young adults with pre-vocational socialization, whose learning took place in a school trajectory marked by curricular experience in the public network.Effective teaching practice prevails among those surveyed (75.6%). Participating in PIBID allowed future teachers in this study, during initial training and professional integration, to face the profession’s dilemmas more constructively, providing elements to recognize themselves as capable to endure challenges. Among them prevails a strong identification with teaching, except for a small group, who discover, with that experience and their first years in the profession, that they prefer to invest their effort into a profession that will grant them more advantages. Even in the face of adversities inherent to the demands of the career, they acknowledge being more prepared to confront the dilemmas in the first years of teaching.
Professional integration; Beginner teachers; PIBID; Teacher training