Teacher professional development in contexts of supervision: a two-way process?

Abstract

In this paper I look at teacher professional development in order to identify the key features that enable its understanding both in terms of operationalization and as a research field. I argue that the enhancement of teacher professionalism entails the valorization of the teaching profession, collective action and opportunities for professional development based on joint learning through observation and feedback of practice and the co-construction of professional knowledge, mainly in contexts of supervision. In other words, it is about a two-way process in which collaboration and co-learning are advocated within a broad and dynamic view of teacher professionalism.