TEACHER PROFESSIONAL DEVELOPMENT IN A COLLABORATIVE GROUP

It is a challenge to write about teacher education due to the diversity of researchers' streams - each one defending their political and ideological space - and the breadth of themes that connect with each other. However, it is necessary to advance and raise new study questions - as is the purpose of this article when addressing issues in the universe of continuing education for teachers, in a critical-reflexive perspective in a collaborative group, indicated as a conducive space for the development of continuing education. It brings up the difficulties, concerns and conceptions of two recently graduated teachers in the exercise of just over a month of teaching. It is a qualitative study, within a strategic action research, with the locus of reports made in a collaborative group already consolidated. The data collection object of this cut was made through questions from the members of the collaborative group to the two teachers during the meeting in which they presented themselves, and the first placements were made. The study showed the need for teachers to participate especially those who have just entered the teaching profession - in collaborative groups, since these groups find environments conducive to professional development. In these groups, the anxieties and anxieties - typical of the beginning of teaching - find space to be placed, heard and reflected together with more experienced teachers, promoting exchanges of knowledge, knowledge and training experiences.