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Abstract
In this text, we address issues related to the beginning of the teaching career, exploring mentoring as an important support in this initial phase of teaching practice. Understanding the relevance of the process of initiation to the teaching profession, we seek to emphasize the relationship between experienced teachers and beginners, considering the involvement between these professionals as a valuable way to overcome the adversities of this initial moment. The research is methodologically based on narratives and multiple case studies, bringing the experiences of a group of nine teachers working in early childhood education in a city in the interior of Rio de Janeiro in Brazil (a country that does not have a national professional teaching induction program and has few local initiatives of this type), and from them, we seek to reflect and dialogue with some authors who discuss the theme, among them, Marcelo, Nóvoa, and Reali et al.. In this way, we show that the relationships built between experienced and novice teachers were vital for their permanence in the profession and contributed immensely to their professional development, even in the absence of a formal and official mentoring program.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
International Journal of Changes in Education, Volume 3, Issue 4, 2026, 543-550
https://doi.org/10.47852/bonviewIJCE52026342
Publication date: 15 Aug 2026
Online publication date: 06 Jan 2026
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