Open AccessTeaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives
Author(s) -
Isabel Lima,
Ana Isabel Andrade,
Nilza Costa
Publication year - 2020
Publication title -
educação and formação
Language(s) - English
Resource type - Journals
ISSN - 2448-3583
DOI - 10.25053/redufor.v5i13.1448in
Subject(s) - cape verde , reflexivity , context (archaeology) , pedagogy , supervisor , quality (philosophy) , medical education , psychology , archipelago , professional development , teacher education , order (exchange) , sociology , political science , medicine , business , geography , social science , philosophy , ethnology , archaeology , epistemology , finance , law
This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 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 out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. 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 the archipelago, at large