The influence of Professor Educational Supervisor in Training Faculty. Series Original Education Professionals
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The influence of Professor Educational Supervisor in Training Faculty. Series Original Education Professionals


The influence of Professor Educational Supervisor in Training Faculty.
Series Original Education Professionals






The Influence of Teacher Educational Supervisor in Training Faculty.
Professional Teacher Supervisor is one who observes the process and progress of the teaching and learning of the school. It evaluates the performance of classes under his supervision, mainly in the form of application of the methodology chosen by teachers to the process of learning these classes.
It is up to the supervising teacher in the pedagogical orientation of the teaching-learning process by promoting dialogue with teachers to resolve doubts and questions about pedagogical theories and their importance to teaching, giving options to teachers on how to convey the curriculum.
When one thinks of the functions of the educational supervisor have to reconcile schedules with the needs of the teachers of the courses that they are part of and the amounts of prescribed lessons on the syllabus of the course or school year. Apply the school regulations, the National Curriculum Standards, the National Council on Education and the Law of Directives and Bases of National Education (LDBEN 9394/96). Prepare lectures, seminars, workshops, educational studies courses, with the purpose of providing continuing education for teachers. Develop in conjunction with other professionals in the school unit and with representatives of the students and the community Political Pedagogical Project of the school. Be the mediator between management and the faculty indicating possible solutions to problems that may arise regarding learning classes. Conducting the class councils, listening to representatives of groups on the behavior of students in teaching practices, listening to teachers on performance, attendance, student behavior proposing strategies for the recovery of low-income students.
It is noteworthy that not simply just be encyclopedic learning, formal, based solely on theories. The supervisor advises that learning is more comprehensive, take into account the knowledge that the student already has (hidden curriculum), that is meaningful, inclusive, and has to do with the current context of the locality which the student resides, providing practical activities that have to do with the work they perform when they finish their studies with use. The supervising teacher should instruct teachers on how to teach, so that students gain instigated, curious in wanting to know more, encouraging them to be researchers and build their own knowledge. The teacher will be the facilitator of student learning, encouraging them to research their questions and to question if they persist.
Finally, educational supervisors teachers, along with the guidance counselors, the pedagogical coordinator, direction, both are employees of management education as part of the pedagogical part, along with the teachers and the school community. It is a process facilitator, an observer of everyday school life. Mathematically we can say that the supervisor acts as equalizer of learning processes among teachers and students seeking to dialogue provide an emancipatory learning.

Written by José Luiz Teixeira da Silva
Teacher / Educator / Specialist student behavior / Supervisor and School Administrator.



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