Student adaptation in a Rural Normal School: support strategies to strengthen teacher identity in the first year.

Abstract

The adaptation of newly admitted students at rural normal schools represents a complex process due to the academic, social, and developmental demands inherent in the boarding school model. The objective of this research was to analyze the adaptation process of first-year students and to implement strategies designed to foster their academic and community integration. The study was conducted using a qualitative approach based on action research methodology; this allowed for the identification of the primary difficulties students faced during their entry into the institution, leading to the subsequent design of strategies focused on support, dialogue, and peer mentorship. The results indicate that these interventions strengthen interpersonal relations, the sense of institutional belonging, and the construction of a professional teaching identity.