Contributions from the literature on the beginning of teaching at a higher level

Abstract

The teacher occupies an extremely important role throughout history, capable of spreading knowledge in the most different stages of life and contributing to the critical sense and personal and professional training of individuals. Having said that, it is noteworthy not only its notoriety, but also the consequent variables attributed to the beginner professor at a higher level, who walks a path coming from graduate school and enters higher education. Objective: The purpose of this study was to investigate, from a non-systematic bibliographic survey, scientific publications that addressed the variables involved in the teaching process of the beginning university teacher, as well as those that cause illness and difficulties in teaching. For this purpose, the Scielo database was used, and search for articles between 2015 to 2019 with six specific descriptors. As results, three tables were obtained from the four articles selected in the search, which broadened the concepts of 1) Teaching, 2) Difficulties in teaching and 3) Forms of illness as a university professor. The data obtained explain the idea that in such an occupational scope there are consequences that extend from the workplace, extending to personal life, such as levels of stress, anxiety, depression, due to pressure, demands and excess required in particular for the beginning teacher. Finally, the need for further studies in the area, especially empirical, is emphasized, which may contribute not only to the scientific community, but also to the expansion of quality of life for novice teachers.