THE INSERTION OF THE BEGINNING TEACHER IN LATIN AMERICA: TOWARDS THE INTEGRALITY OF POLICIES

Abstract

The analysis presented in this article is based on the evidence compiled by the author in the framework of three recent projects referring to policies and processes for incorporating beginning Latin American teachers in the schools. A first assumption based on the literature review is that, despite the progress made in the region, the policies maintained their fragmentation. The second assumption is that the arrival of beginning teachers in the classroom must be analyzed in light of the qualitative and quantitative complexity that defines the teaching profession. The evidence examined indicates that in Latin American countries there are diverse policies and initiatives which seek to support teachers in their first jobs. Studies that account for the difficulties involved in the first years of teaching profession have multiplied in the last years. The strategies and responses of governments have also been examined. The recognition of insertion as a right of all teachers has been incorporated into the debate. Also under discussion is their place in the career, the status of teacher qualification and institutionalization mechanisms. The results presented would appear to corroborate the initial assumptions. The selection of new teachers is not generally linked to hiring regulations nor does it facilitate entry to the first job. And in turn, the support programs are designed in isolation without taking into account the quantitative and qualitative complexity of the teaching profession.