Beliefs and styles of supervision of teachers teaching practice supervisors: Results in exploratory sample [Creencias y estilos de supervisión de profesores supervisores de prácticas: Resultados en una muestra exploratoria]

dc.contributor.author	Jeldres M.R.
dc.contributor.author	Opazo V.A.
dc.date.accessioned	2020-09-02T22:21:03Z
dc.date.available	2020-09-02T22:21:03Z
dc.date.issued	2014
dc.identifier.citation	40, 2, 303-322
dc.identifier.issn	0716050X
dc.identifier.uri	https://hdl.handle.net/20.500.12728/4993
dc.description	This article investigates the predominant supervision styles and the relationships between beliefs and styles of supervision in the practical component of initial teacher training. The research considers a concurrent mixed design which, by means of questionnaires and interviews, is applied to 12 supervisors of teaching practices in service. Cluster analysis and content analysis were performed to obtain specific data. The results indicate that among practice supervisors there is a dominant collaborative style, with directive connotations; however, the notion of teaching professionalism is still blurred due to inconsistencies between their beliefs on their professional role as trainers; the very domain as expert; and the main style of supervision.
dc.language.iso	es
dc.publisher	Universidad Austral de Chile
dc.subject	Initial teacher training
dc.subject	Leadership pedagogical
dc.subject	Pedagogical practices
dc.title	Beliefs and styles of supervision of teachers teaching practice supervisors: Results in exploratory sample [Creencias y estilos de supervisión de profesores supervisores de prácticas: Resultados en una muestra exploratoria]
dc.type	Article

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