Supervisão pedagógica

: uma experiência revisitada

Abstract

Under the new system of teacher performance assessment comes a supervisory experience which gave rise to a dynamic and introspective reflection on a personal and professional journey and on the normative and theoretical frameworks that underpin and explain the supervisory process. To that end two experiments with two different supervisory roles were simultaneously considered and compared: supervision during initial training (internship) as a trainee, and supervision as a teacher-trainer assessing teachers (supervisor). Using a biographical narrative and bearing in mind the main theoretical assumptions with regards to supervision, it is important to highlight mutually cooperative work, sharing experiences and knowledge, as well as a continuous debate so that the focus of evaluation can be shifted from mere supervision to proper professional development. In conclusion, the school is the obvious place for this training to promote teachers’ students’ and institutions’ development. A changing school is a developing school.

Date of Award	23 Jul 2014
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Cristina Palmeirão (Supervisor)