Authors
Advisor(s)
Abstract(s)
It is maintained that the exercise of the profession of teacher requires a
multidimensional of knowledge, authorizing the emergence of a multiplicity of
practices that allow to legitimize and sustain the professional performance of its
actors, (trans) (in) forming them. It makes sense, in the initial formation of
teachers, to speak of pedagogical supervision as the need to obtain answers by the
need to raise questions. Our concern for this study is based on the following
starting point: to what extent do the supervisory models adopted by supervisors
influence actual instructional practices at the traineeships of teachers in initial
training? The descriptive and content analyzes supported the interpretation of the
empirical data, collected through a questionnaire survey sent to 13 public
polytechnic higher education institutions and semi-structured interviews to 6
trainees (future teachers). The results of the study reveal the different ways of
conceiving the role of the supervisor and understand how the supervisory work was
(or is not) mobilized as a device for building professional knowledge. We are,
however, aware that in the human and social sciences, given the subjectivity of the
phenomena under analysis, that the criteria of professional effectiveness as well as
their factors are difficult to define and, above all, to measure.
Description
Keywords
Initial Teacher Training Pedagogical Supervision Professional Development
Pedagogical Context
Citation
Mesquita, E., Roldão, M. C. (2017). A supervisão como dispositivo de desenvolvimento profissional e transformação de práticas. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 786-802). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano
Publisher
Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano