The identity of the new teacher is born in initial training

Abstract

This paper describes the evolution novice four special education teachers on their entry and stay in the degree, highlighting the relationship between social images created before admission to the Normal School and the construction of teacher identity in a common situation: did not know what special education was. The practices and the reality of students with disabilities were the pattern to define your stay at the Normal School. Through semi-structured interviews and deep hermeneutic interpretation (Thompson, 1998) highlighted the reasons and events that led them to define their membership in special education and thus the beginning of their teacher identity in this area.