Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.2/6615
Título: Supervision in continuous teacher training
Autor: Carlos, Ana Paula
Cardoso, Sílvia
Galante, Sandra
Lamy, Fernanda
Silva, Paula
Gaspar, Maria Ivone
Seabra, Filipa
Palavras-chave: Supervision
Continuing teacher training
Supervising practice
Teacher training practice
Data: 2017
Citação: Carlos, Ana Paula; [et al.] - Supervision in continuous teacher training. "Enseñanza & Teaching [Em linha]". ISSN 2386-3919 (Print) ISSN 2386-3927 (Online). Vol. 35, nº 1 (2017), p. 185-206
Resumo: The concept of Supervision is not new, however, in the XXI century, 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. With regard, continuing education is assumed as a determining factor, and therefore the present study searched for i) evidence of implementation of supervising 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. 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. The relevance of pedagogical supervision in order to present a recognized and respected praxis 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.
Peer review: yes
URI: http://hdl.handle.net/10400.2/6615
DOI: https://doi.org/10.14201/et2017351185206
ISSN: 2386-3919
2386-3927
Versão do Editor: http://revistas.usal.es/index.php/0212-5374/article/view/et2017351185206
Aparece nas colecções:Ciências da Educação - Artigos em revistas internacionais / Papers in international journals

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