Resumen de Pedagogical supervision of primary education teachers and the use of digital textbook
Daniela Gonçalves, Ana Marques Mendes
This article falls within the teachers’ initial training and assumes that the professional and personal development of future teachers should be based on the development of critical reflection capacities, facilitated by the supervisory monitoring, as a process of gradual (re)construction of knowledge, of transformation of practices and contexts, of professional emancipation and of pedagogical innovation. Within a naturalistic paradigm of qualitative matrix and in an interpretative approach, the research that was made and the cross-checking of data that were gathered throughout the process allowed to build a synthesis of learning pathways of two teachers of the primary education who implemented the digital textbook (DTB) in a classroom of the 1st year of schooling. It is argued that the DTB application is presented as a strategy that is consistently coupled with a methodology of reflexive, humanistic and ecological training and with a model of situational supervision and integrator of the formative, evaluative and supervisory dimensions, although we consider that it should never be the sole teaching material to be used in an educational context.
