Experiences of practicum supervision – A study in Angola

Abstract

The paper presents part of a study on the experiences of supervisors in initial teacher education in an Angolan institution. Its purpose was to understand how the institution’s supervisors understand their role in the practicum, what problems they experience and the extent to which conditions for the development of reflective professionals are observed. The study fits into an interpretative paradigm of educational research and involved the use of a questionnaire and interviews. The participants were the supervisors in functions in 2018, some of whom also coordinated the practicum. The results show they value a reflective, innovation-oriented supervision, as well as the existence of practices that reflect their conceptions. However, constraints and limitations that reduce the quality of training processes are also identified, along with measures for improvement regarding the functioning and organization of the practicum, conditions of supervision and supervisors’ training in supervision. The study shows the importance of inquiring supervision actors as a basis for the participatory construction of paths for change, which becomes especially necessary in a context where research on supervison is still scarce.