Scientific event

When schools face the dual challenges of enrolment numbers and quality, becoming a teacher in the national education system—especially in a context of low employability—presents both personal and institutional obstacles. The quality of teaching is closely linked to the quality of training, which, in 2024, will involve nearly 11 million students and approximately 500,000 teachers.
For new teachers, the first real test of their role occurs in the classroom, where they encounter increasingly complex and demanding situations. How can they best prepare for this?
While the importance of experiential knowledge in supporting future teachers is undeniable, emergencies often create unique contexts that take precedence, exposing the assumptions and unspoken beliefs these teachers hold before their induction.
This book is based on data gathered from surveys conducted by CRASC research teams, as well as interviews, on-site observations, and the monitoring of teachers during their first three years in the profession. The authors aim to unravel the strengths and weaknesses of the regulatory framework and pedagogical practices that govern the initial training and induction of teachers.