THE INITIATION INTO THE TEACHING CAREER AND THE IMPORTANCE OF INSTITUTIONAL RECEPTION: FEELINGS AND PERCEPTIONS

Abstract

The initiation into a teaching career is a period marked by challenges, adaptation, and the development of professional identity. According to Tardif (2002) and Huberman (1995), this phase involves a “reality shock,” where the teacher must integrate their theoretical training with school practice. The study investigated teacher reception at a federal institution in southern Santa Catarina, analyzing the perceptions of newly hired teachers. Interviews revealed feelings of disorientation and the need for a structured welcome program. It was found that the absence of a formal reception process affects both novice and experienced teachers. The implementation of institutional strategies that promote adaptation and continuous support can improve teacher integration and motivation, fostering their professional development.