Problems of the professional insertion of teachers: the need for mentoring

Abstract

This study presents problems perceived by beginning teachers in elementary and secondary education of Chilean universities and in the first three years of professional insertion. Performance tasks considered by beginning teachers as problems and which are maintained during this period of practice are identified. Some of them are indicative of weaknesses in the initial training and others as shortcomings in the conditions of schools. This study displays the need for mentoring programs and practical training in the early years of practice to decrease the voltage produced at the start of the working life. These findings are useful for universities and schools that hire novice teachers to design and implement mentoring processes to support the professional development of teachers.