Supervision process in a kindergarten. A narrative look towards professional development
DOI:
https://doi.org/10.21814/rpe.6246Abstract
This article is based on a supervision process that aimed to listen to two childhood educators that told their experiences, in order to share their educational practices. This collaborative supervision process was evidencedin the stories of the educators as promoters of professional development and improvement of the educational practices. The reflection is the central element for this development, allowing the attribution of meaning to the pedagogical action. The study has a qualitative and interpretative nature. The narrative was the method of listening and reflection, using Labov’s model (1972/1982) for the analysis of the narratives. This study suggests that the integrated reflection process in the supervision allowed for the improvement of the educational practices and, consequently, professional development. While telling their stories, the educators remembered, analyzed and incorporated the reflection of their educational experiences in their practices.
Keywords: Supervision; Childhood education; Professional development; Narratives
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