Supervision in continuous teacher training
<p>The concept of Supervision is not new, however, in the xxi century, it has been reframed and gained a more relevant status in Portugal, because it operates in a changing context of the exercise of the teaching profession, emerging associated with a new paradigm of teachers’ intervention and...
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Ediciones Universidad de Salamanca
2017-06-01
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doaj-e6558fcfe22f4b5894dbae8ba6d13f462020-11-25T01:48:28ZengEdiciones Universidad de SalamancaEnseñanza & Teaching2386-39192386-39272017-06-0135118520610.14201/et21735118520614065Supervision in continuous teacher trainingAna CARLOS0Silvia CARDOSO1Lucía MASSANO2Sandra Marisa GALANTE3Fernanda LAMY4Paula SILVA5Maria Ivone GASPAR6Filipa SEABRA7Agrupamento de Escolas Poeta António AleixoUniversidade Nova de LisboaUniversidade AbertaUniversidade CatólicaAgrupamento de Escolas Albufeira PoenteAgrupamento de Escolas de Muralhas do MinhoCentro de Estudos em Desenvolvimento Humano da ucle@d. Universoidade Aberta (Portugal) e cied, Universidade do Minho (Portugal)<p>The concept of Supervision is not new, however, in the xxi century, it has been reframed and gained a more relevant status in Portugal, because it operates in a changing context of the exercise of the teaching profession, emerging associated with a new paradigm of teachers’ intervention and action.</p><p>With regard, continuing education is assumed as a determining factor, and therefore the present study searched for i) evidence of implementation of supervising <br /> processes at School Association Training Centres (cfaes); ii) information on the nature of supervision practices and iii) perceptions/opinions of those involved in the cfaes, in order to establish the concept of supervision of its stakeholders.</p><p>We followed a multiple case study design, selected and characterized five cfaes geographically dispersed in the Portuguese mainland (North, Centre, Lisbon and South), we developed instruments for opinion collection, with a sample of directors, trainers and trainees with a mixed methodology: qualitative through interview with the directors of the cfae’s and quantitative (the predominant approach) through a questionnaire applied to trainees and trainers (who do not accumulate those two functions in the period of analysis). Results of both the interviews and the questionnaires were presented by category.</p><p>The relevance of pedagogical supervision in order to present a recognized and respected<em> praxis</em> is therefore assumed, with the purpose of making it essential to the efficient and effective balance of the Education and Training system(s) in Portugal.</p>https://revistas.usal.es/index.php/0212-5374/article/view/15862supervisioncontinuing teacher trainingsupervising practiceteacher training center |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ana CARLOS Silvia CARDOSO Lucía MASSANO Sandra Marisa GALANTE Fernanda LAMY Paula SILVA Maria Ivone GASPAR Filipa SEABRA |
spellingShingle |
Ana CARLOS Silvia CARDOSO Lucía MASSANO Sandra Marisa GALANTE Fernanda LAMY Paula SILVA Maria Ivone GASPAR Filipa SEABRA Supervision in continuous teacher training Enseñanza & Teaching supervision continuing teacher training supervising practice teacher training center |
author_facet |
Ana CARLOS Silvia CARDOSO Lucía MASSANO Sandra Marisa GALANTE Fernanda LAMY Paula SILVA Maria Ivone GASPAR Filipa SEABRA |
author_sort |
Ana CARLOS |
title |
Supervision in continuous teacher training |
title_short |
Supervision in continuous teacher training |
title_full |
Supervision in continuous teacher training |
title_fullStr |
Supervision in continuous teacher training |
title_full_unstemmed |
Supervision in continuous teacher training |
title_sort |
supervision in continuous teacher training |
publisher |
Ediciones Universidad de Salamanca |
series |
Enseñanza & Teaching |
issn |
2386-3919 2386-3927 |
publishDate |
2017-06-01 |
description |
<p>The concept of Supervision is not new, however, in the xxi century, it has been reframed and gained a more relevant status in Portugal, because it operates in a changing context of the exercise of the teaching profession, emerging associated with a new paradigm of teachers’ intervention and action.</p><p>With regard, continuing education is assumed as a determining factor, and therefore the present study searched for i) evidence of implementation of supervising <br /> processes at School Association Training Centres (cfaes); ii) information on the nature of supervision practices and iii) perceptions/opinions of those involved in the cfaes, in order to establish the concept of supervision of its stakeholders.</p><p>We followed a multiple case study design, selected and characterized five cfaes geographically dispersed in the Portuguese mainland (North, Centre, Lisbon and South), we developed instruments for opinion collection, with a sample of directors, trainers and trainees with a mixed methodology: qualitative through interview with the directors of the cfae’s and quantitative (the predominant approach) through a questionnaire applied to trainees and trainers (who do not accumulate those two functions in the period of analysis). Results of both the interviews and the questionnaires were presented by category.</p><p>The relevance of pedagogical supervision in order to present a recognized and respected<em> praxis</em> is therefore assumed, with the purpose of making it essential to the efficient and effective balance of the Education and Training system(s) in Portugal.</p> |
topic |
supervision continuing teacher training supervising practice teacher training center |
url |
https://revistas.usal.es/index.php/0212-5374/article/view/15862 |
work_keys_str_mv |
AT anacarlos supervisionincontinuousteachertraining AT silviacardoso supervisionincontinuousteachertraining AT luciamassano supervisionincontinuousteachertraining AT sandramarisagalante supervisionincontinuousteachertraining AT fernandalamy supervisionincontinuousteachertraining AT paulasilva supervisionincontinuousteachertraining AT mariaivonegaspar supervisionincontinuousteachertraining AT filipaseabra supervisionincontinuousteachertraining |
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