Teacher professional trajectories: an experience matter?

Abstract

The aim of this article is to characterize the professional trajectories of teachers at the Faculty of Educational Sciences of a Public University. A 34 items questionnaire was constructed. It was divided into four sections: sociodemographic data, training, occupational mobility and substantive functions. A total of 69 questionnaires were made with faculty professors. The results identified three types of trajectory: initial, intermediate and advanced. The following findings stand out: the permanence of the teachers in the classroom and, consequently, the imbalance of the functions.