Are there relationships between the quality of initial teacher training and their teaching performance in Basic Education?

Abstract

The low performance of students in Basic Education, as evidenced by the Saeb (National Assessment of Basic Education), provides an opportunity for important reflections on the underlying factors contributing to such results. In the case of the present study, the possible relationships between the quality of initial teacher training and the characteristics of teachers working in the field, specifically in mathematics, are discussed, with the aim of understanding whether there are connections between both factors. This is a large-scale study whose general objective is to characterize the profile of Brazilian teachers according to different regions and relate it to their teacher training. To achieve this, data from the Saeb, specifically related to teachers of the 5th year of Elementary School, as well as information from the National Student Performance Exam (Enade), were used. The profile characterization reveals that teachers share similar characteristics, and when analyzing the relationship between this profile and the quality of initial teacher training, as expressed through Enade scores, significant associations between specific aspects were identified. The study highlights the need to consider both initial teacher training and teacher characteristics as interconnected issues, rather than isolated ones. In this regard, it is essential to think about the relevance of adopting different public policies to enable improvements. Suggestions include the importance of enhancing teacher training, providing opportunities for continuous professional development, and offering support for both teachers and students.