Supervision of Teaching Practices: A Debt to Initial Teacher Training

Abstract

The purpose of this synthesis specialized literature was critically review the various conceptualizations of supervision, models and perspectives, as represented in literature and also get a characterization of supervision that can be applied in the context of initial training graduate teachers in practice. A second purpose of this synthesis was to examine the functions performed by him / supervisors / as supervised / as a ratio of supervision / mentoring and how they interconnect. We used a methodology cutting "systematic" and "narrative" and reviewed empirical studies that met the criteria of peer review. The results indicate diversity in the conceptualization and its implementation, difficulty in articulating the roles of actors in the contexts of educational offered teaching practices, and several outstanding debts in the procedural and inter-relational view of space-monitoring instance along the teacher training.