O início da docência em dois países

Abstract

The beginning of teaching is generally experienced as a period of doubts, uncertainties, and startles. On rare occasions, beginning teachers find formal support from the institution or from their peers. Therefore, we ask ourselves: does this happen in the same way with teachers from different countries, such as Brazil and Portugal? In this research, the use of a common language allowed Portuguese and Brazilian teachers to be included in a process of ongoing education in an online collaborative group to dialogue about their development processes. Narratives and group discussion about the beginning of teaching in both countries were analyzed. Looking at the past, the participants' data revealed: a raising of the awareness of the need for change, not forgetting the difficulties and constraints of today's contexts; transformations in the attribution of meaning to what was experienced; and the narratives’ contributions to the professional development.