O contributo da supervisão para o desenvolvimento profissional do docente online: reflexões teóricas

Abstract

The assumption of pedagogical supervision as a critical reflexivity both focused on environmental and inner reality, highlighting its retrospection and prediction potential, is the starting point of the investigation. Today’s network society, deeply immersed in technological paradigms and so engaged in new ways of approaching school systems and its agents, both influences and models the supervision concept as a tool for development and innovation within schools. As part of a broader study on Supervision: models and processes, this article is focused on a theoretical reflective approach on the conceptual implementation of pedagogical supervision, in virtual teaching-learning environments in higher education institutions. The data analysis has provided some relevant key-elements referring the teacher’ role as a social agent, whose action is both grounded on decision-making and problemsolving processes; also based on a contextualized and dynamic knowledge, as part of a reflective practice in collaborative communities, sharing multifaceted experience, thus leading to other professional teacher development dimensions and to other active teaching expressions in higher education online systems. A theoretical framework will allow identifying supervision practices in online higher education environments, focused on teachers as innovative defining agents in supervision.