El surgimiento del Communitas en la inserción profesional docente: una posibilidad para el acompañamiento

This article is part of a research project conducted between 2022 and 2024, which seeks to understand the transition experiences of novice teachers during their professional induction in the state of San Luis Potosí, Mexico, to expand knowledge on the subject. The biographical-narrative method was used, and narratives from primary education teachers in Mexico were analyzed. As a preliminary result, this article presents an emerging category that reveals how encou- nters and the exchange of experiences with other novice teachers constitute meaningful and formative moments. This interaction may give rise to what Turner (1988) refers to as communitas: a group of individuals who support and accompany one another during times of uncertainty, such as those that characterize professional induction. This finding suggests a potential path for strengthening teacher sup- port policies by fostering peer and promoting collective professional development.