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A importância da supervisão colaborativa no desenvolvimento profissional do docente de educação especial

机译：合作监督在特殊教育教师专业发展中的重要性

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Current trends point to the supervision among peers, one democratic design of supervision that oversight the reflection and learning in collaboration, leading teachers to create and share activities and knowledge. We believe that the work of teachers as a team, focused on reflection, can promote a professional development adequate to individual needs and requirements of a career in which the teacher finds himself constantly confronted with new situations and challenges. The collaborative practices based on the exchange and sharing of experiences provide direct learning, increase the quantity and quality of solutions and ideas and the quality of the options performed. Thus, in the development of this research, of descriptive/interpretative nature and in a predominantly qualitative approach, we defined distinct and complementary objectives determined by the reflect about models and supervisory practices, verify collaborative practices in context of special education room, promote the use of Information and Communication Technologies (TIC) in collaborative work and identify constraining and facilitating factors in the practice of collaborative supervision in special education room . From the results obtained in this study it seems crucial to emphasize that in supervision practice there should be an open and true dialogue between peers. Is the supervisor responsibility as a member of the school with supervision functions, to convey the idea that the entire supervision process between peers is not evaluation, but instead a better understanding of the education act, providing more appropriate educational decision making.
机译：当前的趋势指向同伴之间的监督，一种民主的监督设计，监督协作中的反思和学习，引导教师创造和分享活动和知识。我们相信，以团队为中心的工作，专注于反思，可以促进足以满足个人需求和职业要求的职业发展，在这种职业中，教师发现自己不断面临新的情况和挑战。基于经验交流和共享的协作实践可提供直接学习，增加解决方案和想法的数量和质量以及所执行选项的质量。因此，在本研究的发展过程中，我们采用描述性/解释性性质和主要定性的方式，通过对模型和监督实践的反思确定了独特而互补的目标，在特殊教育室的背景下验证了协作实践，促进了使用信息和通信技术（TIC）的协作工作，并在特殊教育室的协作监督实践中找出制约因素和促进因素。从这项研究中获得的结果来看，似乎至关重要的是要强调，在监督实践中，同龄人之间应该进行公开而真实的对话。作为具有监督职能的学校成员，监督者的责任是传达这样的想法，即同伴之间的整个监督过程不是评估，而是对教育行为的更好理解，提供更适当的教育决策。

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