{'fraction_non_alphanumeric': 0.015891701000588582, 'fraction_numerical': 0.004708652148322542, 'mean_word_length': 5.115107913669065, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Formação docente: percepções de professoresingressantes na rede municipal de ensino do Rio de Janeiro

This article aims to discuss the meanings
 attributed by beginning teachers to their experiences in initial
 and continuing teacher education. It builds on data collected in a
 study titled O trabalho docente e a aprendizagem da profissao nos
 primeiros anos da carreira [The Teaching Profession and its
 Learning in Early Career Years], which investigated how teachers
 who entered the public education system in Rio de Janeiro from 2010
 to 2012 experienced teaching and the work socialization process.
 That study had as its main interlocutors authors who have been
 studying teaching and teacher education (Gatti and Nunes, Andre,
 Novoa, Zeichner, Tardif, Tedesco and Fanfani). The studied subjects
 were teachers in their early years in basic education. The data
 collection instruments consisted of an interview with an education
 department official, questionnaires, and discussion groups with
 teachers. Data analysis showed a positive evaluation of initial
 teacher education in terms of the opportunities it provided for
 reflecting about different aspects of the educational reality, as
 well as participating in research/extension activities at
 supervised internships. However, teachers also evidenced a
 disconnection between academic knowledge and the practical
 dimension in their teacher education. The study also found an
 absence of public policies dedicated to support teachers who are
 beginning their career, and an absence of on-the-job education
 initiatives that could offer those teachers favorable and suitable
 conditions regarding their needs as they begin teaching.