An Innovative Look at the Professional Insertion Experience of Teachers

Abstract

The teaching profession faces significant challenges, including high dropout rates, especially notable among teachers in their first years of practice. This phenomenon not only has a global impact but also directly affects the Peruvian context, compromising the quality of education and increasing costs for educational systems. The literature identifies multiple factors contributing to this early attrition. In response to this problem, induction programs have been considered an effective strategy to mitigate it. The aim of this research was to analyze the professional insertion experience of novice teachers from the perspective of activity systems theory. Using a qualitative methodology and case studies, the research, implemented through semi-structured interviews, facilitated a deep understanding of the professional insertion dynamics of three secondary school teachers. The results reveal that the components of the activity system—subjects, tools, rules, division of labor, and community—are crucial for professional insertion. The findings highlight the need for effective community support, appropriate insertion tools, and policies that promote a welcoming and less stressful work environment. Improving professional insertion systems could mitigate many of the challenges faced by novice teachers, thereby increasing their retention and professional satisfaction. This systemic approach offers new perspectives for understanding professional insertion and underscores the importance of integrating all elements of the activity system to effectively support teachers in their early stages.