THE CHALLENGES OF THE BEGINNING TEACHER IN TEACHING PORTUGUESE AND ENGLISH: PERSPECTIVES AND PEDAGOGICAL PRACTICES

Abstract

This study examined the challenges faced by beginning teachers of Portuguese and English and how these challenges affected their pedagogical practices. The main goal was to identify and analyze difficulties reported in recent literature, considering formative, methodological, and technological aspects. The research was carried out as a bibliographical study with a qualitative approach and involved selecting, reading, and analyzing publications that discussed language teaching, teacher development, and the impact of digital technologies in education. The findings showed that the central challenges included insufficient initial training, insecurity in conducting lessons, limited use of digital technologies, difficulties in assessment — especially during remote teaching — and restricted mastery of innovative methodologies. The analysis revealed that these difficulties influenced planning, classroom strategies, and interaction with students. It was also observed that practices involving reading, writing, speaking, and work with genres required theoretical knowledge and adaptability, which beginning teachers often lacked. The final considerations indicated that overcoming such difficulties depended on continued training, collaboration among teachers, and stronger integration of digital technologies into teacher education. The study concluded that further research is needed to explore institutional aspects and to follow teachers’ development throughout their early years in the profession.