This work is of a qualitative nature in the narrative modality that ventures through the
experiences recounted by two science teachers in the initial phase of their professional
practice. In order to obtain the narratives, I proposed virtual meetings with the following
direction: I ask you to tell me your outstanding experiences/situations/activities in your initial
training and at the beginning of the teaching exercise for your professional training. For my
analyses, I use Discursive Textual Analysis - ATD which is a methodology that helps to
obtain new apprehensions and meanings of the phenomenon under study. They allowed me
new looks, tones and colors to the point where two sections of analysis emerged, the first
- The teaching life: discovering new meanings in professional practice , second section -
Professional training of science teachers: feelings and emotions that emerge in the first years
of professional practice. Therefore, the experiences told were and are significant for
professional training, they are the moments of crossings that enabled new perspectives for the
teaching profession. To the point of configurations and reconstructions being made taking into
account the singularities and stories that intertwine during professional life. And as a
possibility of considerationsit is possible to think that there are internal and external elements
that influence the being and doing of the teachers, the worlds, the adventures they have lived
and the relationships they bring, as well as the expectations and needs linked to the
teaching-learning process. Thus, I assume teaching as a profession full of impasses,
subjectivities, desires and constructions of specific knowledge that characterize and value the
subject teacher, without a doubt these professionals are the ones who actually know what
happens in the classroom.
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