The importance of collaborative supervision in professional development of teachers in special education

• Autor(a) principal: Gomes, Ana Maria Paula Marques
• Data de Publicação: 2015
• Outros Autores: Vieira, Maria da Conceição Martins
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/13416
• topic: Collaborative practices; Professional development; Special education.; Práticas colaborativas; Desenvolvimento profissional; Educação especial.

Current trends point to the supervision among peers, one democratic design of supervision that oversight the reflection and learning in collaboration, leading teachers to create and share activities and knowledge. We believe that the work of teachers as a team, focused on reflection, can promote a professional development adequate to individual needs and requirements of a career in which the teacher finds himself constantly confronted with new situations and challenges. The collaborative practices based on the exchange and sharing of experiences provide direct learning, increase the quantity and quality of solutions and ideas and the quality of the options performed. Thus, in the development of this research, of descriptive/interpretative nature and in a predominantly qualitative approach, we defined distinct and complementary objectives determined by the reflect about models and supervisory practices, verify collaborative practices in context of special education room, promote the use of Information and Communication Technologies (TIC) in collaborative work and identify constraining and facilitating factors in the practice of collaborative supervision in special education room . From the results obtained in this study it seems crucial to emphasize that in supervision practice there should be an open and true dialogue between peers. Is the supervisor responsibility as a member of the school with supervision functions, to convey the idea that the entire supervision process between peers is not evaluation, but instead a better understanding of the education act, providing more appropriate educational decision making.