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]
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.
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Beliefs and learning opportunities in educational practice in the context of poverty [Creencias y oportunidades de aprendizaje en la práctica educativa en contextos de pobreza] (2020) Nocetti V.G.; Valenzuela C.M.; Peña I.S.; González M.P.; Zamora P.G.; Carreño J.V. (Universidad Nacional Autonoma de Mexico, 2014)
Renaming the pedagogical knowledge: A look from the teaching practice [Resignificando el saber pedagógico: Una mirada desde la práctica docente] (2020) Merellano-Navarro E.; Almonacid-Fierro A.; Oyarce M.F.M. (Emerson de Pietri, 2019)
Evaluation Results of the First Training Program on Engineering Pedagogy in Chilean Universities (2020) Gormaz-Lobos D.; Galarce-Miranda C.; Hortsch H.; Kersten S.; Hinojosa J.; Fuentes P.; Rojas P.; Calisto N.; Maldonado P.; Lagos R.; ... (Springer, 2020)