Abstract:

The present investigation aims to clarify concepts, analyze representations of pedagogical practice and supervision, as well as evaluate how the supervisor promotes pedagogical practice and contributes to the training of students in higher education.

The role of supervised teaching practice in higher education is understood as a training strategy, involving all stakeholders in a relationship where a positive environment should be enhanced, promoting the development of students involved in the process.

In this study, we sought to investigate the role of the supervisor in the initial training of students, in particular:
(i) How does the supervisor promote pedagogical practice;
(ii) What is the students' view of the supervisor's role;
(iii) What are the contributions of pedagogical supervision.

This study was based on a qualitative-interpretative methodology and the results were collected through a survey of 55 students, future educators, and teachers of the 1st Cycle of Basic Education, in training in higher education.

The results obtained showed not only the importance of pedagogical practice in the supervision process, fundamental in the training and development of students, but also the role of the supervisor in the evolution and overcoming difficulties that students face during their pedagogical practice. We also found that students recognize the importance of supervised practice as a contribution to training and personal growth.

Keywords:

Initial training, Supervision, Pedagogical Practice, Supervisor.