Permanent Faculty Member

Lattes: http://lattes.cnpq.br/0130901342980541

Holds a Bachelor’s degree in Pedagogy from the Federal University of the State of Rio de Janeiro (2000), a Master’s degree in Social Memory from the Federal University of the State of Rio de Janeiro (2004), a Ph.D. in Educational Sciences from the University of Aveiro (2009), and two postdoctoral fellowships: one in Educational Sciences from the University of Coimbra (2012) and another in Education from the Graduate Program in Education (PPGE) at the Federal University of Rio de Janeiro (UFRJ, 2018). She is an Associate Professor at the Federal Rural University of Rio de Janeiro (UFRRJ).

Previously, she served as a professor at the Federal Fluminense University, where she coordinated the development and submission of the proposal for the Master’s Program in Teaching to CAPES, approved in December 2014. She coordinated this program from 2015 to 2017, teaching courses and supervising students. She has extensive experience in the field of Education, focusing on the following topics: novice teacher induction, teacher training for early childhood and elementary education, pedagogical practices, teacher internships, career choices, and memory.

In 2016 and 2020, she was awarded the “Young Scientist of Our State” distinction by FAPERJ (Rio de Janeiro State Research Support Foundation).

CONTACT INFORMATION

E-mail: amandaorabelo@ufrrj.br

RESEARCH LINE

• Line 2: Social Inequalities and Educational Policies

RESEARCH GROUP

• Pedagogical Practices in Teacher Education
  Coordinator: Amanda Oliveira Rabelo

RESEARCH PROJECTS

• Supporting novice teachers: Implementing and analyzing teacher eduation induction in the State of Rio de Janeiro
  Period: 2021 – Present

This research aims to identify the challenges and solutions faced by novice teachers in their pedagogical practice and analyze teacher induction strategies for recently graduated Pedagogy students from UFRRJ. The focus is on experiences that foster dialogue between universities and schools, drawing parallels between strategies and their outcomes.

The study employs qualitative and narrative research methodologies, adopting an action-research framework. The participants include graduates of the Pedagogy program at UFRRJ who are novice teachers (with less than three years of teaching experience) in early childhood education and the early years of elementary school, preferably in public education within the region.

These novice teachers participate in a pilot program designed to support their professional induction through innovative initiatives that place them at the forefront of their practices. The study evaluates the program’s impact on their professional induction by conducting narrative interviews at the beginning and end of their participation. These interviews involve the novice teachers and their mentors (experienced teachers in basic education schools). The research examines the challenges and solutions encountered, the support (or lack thereof) provided by the program, the role of mentors, and the university’s involvement in their early professional careers.

The project ultimately seeks to underscore the importance of offering support to novice teachers for improved professional performance and as a strategy to mitigate teacher demotivation and attrition. It highlights the need to expand the limited experiences in this area within Brazil, particularly in the state of Rio de Janeiro. Moreover, it seeks to identify the best approaches to scaling up support for novice teachers, sharing research outcomes, and encouraging initiatives that expand the number of programs, beneficiaries, and funding opportunities.

Research Group: Pedagogical Practices in Teacher Education

Funding: Young Scientist of Our State – FAPERJ

Keywords: Novice Teacher; Teacher Induction; Teacher Education