Higher Education Teaching: the challenge of entering the teaching career
DOI:
https://doi.org/10.5902/198464442978Keywords:
Education teaching, entry into the teaching profession, higher education.Abstract
The text derives from a research on constructive movements of higher education teachers. The study was composed by forty teachers from -two HEIs, (one public and one private). In this survey, the goal is to underst and which markers define the entry into the teaching profession. The text is based on narrative inquiry, from “self-reconstruction” bios and interviews, analyzed from a textual discourse analysis perspective. In understanding this movement we considered several factors: the entrance into higher education teaching marks the transition from pre-service professionals training to autonomous teachers - a condition to be built in facing the social and institutional circumstances; feelings of teachers are facilitators for the educational activity and are conditions to the evaluative attitude towards the personal and professional world; as well as the setting a positive educational atmosphere; the resilience to the demands of a new profession, the means being offered by the university environment and the know-how on how to cope with the difficulties faced by the new teacher. These factors are enhanced, especially when a welcoming and an inclusive program for new teachers is not available Such programs should empower the professional into the new situation they are facing, providing a way to overcome any constraints in the university environment.
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