Self-study in the professional development of supervisors from a portuguese higher education institution: contributions from the diagnosis
DOI:
https://doi.org/10.34624/nb1b2628Keywords:
Self-study, Pedagogical supervision, Professional development, Pedagogy in Higher Education, Diagnostic phaseAbstract
This article reports on the diagnostic phase of a broader longitudinal study examining the potential of self-study as a professional development methodology for supervisors in a Portuguese higher education institution. Framed within a socio-critical paradigm and adopting a qualitative action research approach, the study focuses on supervisors’ perceptions of their practices, the value of self-study, and its current and potential institutional frameworks. Data were collected through questionnaires and document analysis. Findings highlight key challenges, including the absence of a culture of self- and collaborative reflection, a conception of supervision centred almost exclusively on the trainee’s reflective dimension (as reflected in institutional guidelines), and an emerging but still developing understanding of self-study as a structured, situated, and collaborative practice. This diagnostic phase provides the groundwork for subsequent stages of the investigation.
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