Improve and interactive relations: situations that support the professional development of the technologist-beginner teacher

Abstract

This  article  is  the  result  of  an  investigation  of  the  training  and professional  development  of  technologists-teachers  at  the  beginning  of their  careers  in  Professional  Education,  developed  during  the  master’s degree   in   the   Postgraduate   Program   in   Education,   from   the   Federal University   of   Piauí.   In   methodological   terms,   it   is   configured   as   a qualitative research, whose general objective was to analyze the situations that   contribute   to   the   professional   development   of   the   technologist-teacher at the beginning of his career. Specifically, it sought to: Identify the situations    considered    relevant    by    the    teacher    technologist    for    his professional    teaching    development    and    understand    the    process    of construction  of  the professional  development  of  the  teacher  technologist. Six  technologists-teachers  who work  on  campuses at  the  Federal Institute of  Education  collaborated  for  its  realization.  Data  were  organized  around two  analytical  categories  and  interpreted  based  on  the  French  Discourse Analysis. The results show that the relationship with the most experienced peers  and  with  the  students  are  the  main  elements  that  contribute  to  the consolidation  of  teaching  learning  and  the  professional  development  of beginning  technologists-teachers.  We  conclude  that  there  is  a  need  tomonitor    and    support    pedagogical    coordination    and    to    strengthen institutional relations between departments and coordinations.