The teaching practice in teacher’ pré-service education in Cape Verde: Supervision’ perspetives

• Autor(a) principal: Lima, Isabel Salomé Miranda Santos de
• Data de Publicação: 2020
• Outros Autores: Andrade, Ana Isabel, Costa, Nilza Maria Vilhena Nunes da
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/1448
• topic: Formação Inicial de Professores; Estágio Pedagógico; Supervisores; Cabo Verde; FORMAÇÃO INICIAL DE PROFESSORES EM CABO VERDE; Supervisão; Initial Teacher Education; Teaching Practice; Supervisors; Cape Verde; TEACHER’ PRÉ-SERVICE EDUCATION IN CAPE VERDE; Supervision; Formación inicial docente; Prácticas pedagógicas; Supervisores; Cabo Verde; LA FORMACIÓN INICIAL DE DOCENTES EN CABO VERDE; Supervisión

Teaching practice/TP’s supervisors play an important role in the development of future teachers’ identity, enabling them to successfully face challenges inherent to the complexity of educational contexts in permanent change. This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future secondary schools teachers in Cape Verde, in order to understand their formation needs. The methodology involved the construction, validation and application of questionnaires to 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried on. The results show that it is urgent to develop supervisors’ competences, in order to promote their reflexive, critical and sustained research based thinking and acting, as well as to increase collaboration with their peers. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development. profile of trainees and, consequently, education in general in the archipelago.