Class Supervision, Training and Professional Development

  The curricular unit is situated within the field of Pedagogical Supervision, training and professional development, addressing the relationships between professional learning, reflection, collaboration and the transformation of educational practices. It focuses on processes of training and professional development throughout the career, the construction of professional identity, and the role of supervision in promoting individual and collective learning. It also encompasses the analysis of supervisors' roles, collaborative supervision practices, professional learning communities, and processes of organisational change and learning. Its relevance within the study programme lies in developing a critical and well-founded understanding of Pedagogical Supervision as a context for training and professional development, as well as the competences required to design supervisory strategies suited to the diversity of educational contexts.

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CP1. Pedagogical Supervision, learning and professional development 1.1. Contemporary perspectives on supervision and training 1.2. Training contexts and models 1.3. Supervision as a context for learning and professional development 1.4. Self-training, hetero-training, critical reflection and collaborative learning CP2. Supervision and teacher professional development 2.1. Construction and development of professional identity 2.2. Supervision and ecological transitions in professional development 2.3. Supervision, training and professional development throughout the career CP3. Collaborative supervision and professional learning communities 3.1. Role and competences of the supervisor in the educational community 3.2. Professional learning communities and collaborative supervision 3.3. Potential and challenges of Pedagogical Supervision 3.4. Supervision, organisational learning and improvement of educational practices

The curricular unit prioritises student-centred methodologies based on critical reflection and collaborative learning, linking theoretical frameworks to professional situations and contexts. The analysis of cases and problem situations promotes the application of knowledge and the substantiation of supervisory decisions. Collaborative work, peer learning and debates encourage the sharing of perspectives, joint knowledge construction and critical reflection on supervision, training and professional development practices. Tutorials and feedback support self-regulated learning and the progressive development of students' work. These methodologies bring teaching and learning processes closer to the reflective and collaborative dynamics inherent in Pedagogical Supervision and professional learning communities.

Alarcão, I., & Canha, B. (2013). Supervisão e colaboração: Uma relação para o desenvolvimento. Porto Editora. Alarcão, I., & Roldão, M. C. (2010). Supervisão: Um contexto de desenvolvimento profissional dos professores (2.ª ed.). Pedago. Barreira, C., & Oliveira, I. (Eds.). (2021). Supervisão e desenvolvimento profissional docente. Universidade Aberta. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Timperley, H. (2011). Realizing the power of professional learning. Open University Press. Vieira, F. (2009). Para uma visão transformadora da supervisão pedagógica. Educação & Sociedade, 30(106), 197-217.