Abstract:

Along the last years it has been found that the teaching-learning process in Angola requires substantial changes to raise the quality of the learning provided to secondary school students. Due to the political, social and economic context that has characterized this country for more than four decades, pre-service teacher education does not meet the demands of the desired education for a full citizenship which highlights the importance and makes urgent the need to contribute to deeply change the situation through in-service teacher education.

Based on the presented situation, we defined as one central goal of this study to organize a theoretical framework for supporting the design, implementation and analysis of a supervision course in in-service teacher education to contribute to answer the following research question: what is the impact of implementation of a collaborative supervision course with secondary school teachers in Cabinda – Angola?

Given the objective, the methodology adopted at this phase focused on literature review which is based on a critical analysis of recent contributions in a field and involving analysis, reflection, evaluation and integration of existing literature to lead to necessary and important results and conclusions for our subsequent research to bringing about changes in practice.

It was evinced that in-service teacher education based on collaborative supervision is one of the functions of schools that offers opportunities to improve professional development. It was also emphasized that this kind of development is associated with the development of transversal competences recognized as important skills of teachers in the organization of their specific activity with implications for teaching and learning. These transversal competences pointed out as relevant focus, among others, on learning to learn competence which includes adaptation to change, self-regulated learning, problem solving and critical and creative thinking.

From the literature review it was also possible to conclude that a collaborative supervision course roots its formative potential in the capacity to create opportunities to develop teacher autonomy, lead to a good relational climate and promote peer communication, raise team spirit, sharing experiences, developing reflexivity and providing feedback among participants. Therefore, for the process of pre-service education we adopt an approach based on the socio-critical paradigm using action-research to favor innovation in professionals and educational organizations that intend to follow the signs of times.

Keywords:

In-service Teacher Education, Collaborative supervision, Professional Development, Cross-curricular competences, Secondary Education.