Assuming that the first contact with the teaching career may show numerous training needs and point out the fragility of the teachers' education programs, this article aims to highlight the dilemmas of initiation to teaching Chemistry, linking them with initial training. In that bias and subsidized by the testimony of five beginning teachers of Chemistry, we seek to promote a dialogue with literature and analyze, by following, gaps of degree in chemistry, beyond to discuss possible ways to

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... ome these setbacks. In this perspective, the experiences and reports of beginning teachers become objects of research that can contribute to better understanding the complexity of teachers' work.