SOCIAL REPRESENTATIONS OF SCHOOL DIRECTORS OF THE YEARS ELEMENTARY SCHOOL ON THE INITIAL TEACHER TRAINING

The theme of this article deals with teacher training. Your goal is to analyze the social representations of school principals in the early years of elementary school on teacher training. In particular, investigate the features most valued directors in teachers and identify existing teacher training policies in schools of the municipal network Teresina. Interest in this theme arose from the Sales findings (2009, p.155) that by studying the quality of education, concluded that the quality of education is strongly related to the "good teacher." From the perspective of the school director of public school in the early years we need to be trained to be a good teacher in the early years of elementary school? Does the director of the municipal public school in Teresina, training is important and makes a difference in the performance of schools? As the directors represent the training of teachers? What are the characteristics that directors value on teachers? The collection of research data that originated this research took place through semi-structured interviews conducted individually with 30 school principals. Data analysis was conducted from a qualitative procedure. According to respondents, the formation of effective up teachers with continuing education. The main feature of a good teacher is the commitment and the teacher must, in the teaching of the Early Years of elementary school, have warmth, Identity with the profession and ability to plan, specific challenges of teaching in Years Elementary School Initials. The main feature of the answers is that the directors value most the teacher commitment that titration.