School centers, pedagogical and collaborative supervision: perspectives of preschool and first cycle of basic education teachers

Abstract

The article presents results related to perspectives of pedagogical and collaborative supervision of teachers, in the context of a case study focused on school centers, whose objectives, among others, included: Knowing conceptions and feelings of preschool teachers and 1st cycle of basic education about collaborative supervision; Identify his perspectives about the possible added value of collaborative supervision for professional development and the improvement of pedagogical practices; Find out to what extent they consider that exists, is in their schools, teachers practices consistent with collaborative supervision. The methodology used an interpretative approach, using qualitative and quantitative techniques. The collection of research data began with interviews with focus groups, which were followed by individual interviews and a pre-validated questionnaire survey. Data analysis involved content analysis and statistical analysis, of a descriptive nature. The discussion of the results made use of information triangulation procedures and evidenced response trends, of which i) diversified perspectives on the concept of supervision: most respondents connote supervision with the evaluation of teaching performance; considers that the latter does not fulfill the purpose of improving teaching practices and separates collaboration practices from the concept. However, they recognize and value collaborative practices fostered by school centres, articulating, helping, dialoguing, and improving performance. ii) At the same time, the contribution to the consolidation of knowledge of the reality under study is highlighted, given by the use and subsequent triangulation of various data collection instruments.