Abstract

ALFARO, Alicia  and  PINEIRO, Milagro. The supervised teaching practice: chaordic process. InterSedes [online]. 2015, vol.16, n.33, pp.54-70. ISSN 2215-2458.

The following article is determined by experiences, expectations, and interpretations based on the participants' contributions of the study: "Strengths and weaknesses of the supervised teaching practice in English, Social Studies, and Civics", this research project has been developed since 2011 until now by the authors. From this research, the supervised teaching practice is visualized by the investigators as a chaordic process, not only because of the emergencies that derived from the participants' contributions, but also by the different dimensions that make the process a constant change due to environment, culture, educational teaching, learning process and curricular proposal, among others. It is intended with this research, that practicum teachers as well as teachers themselves would develop their own judgment regarding the importance of the support they give to students during the teaching practice, as a unique experience that demands commitment to emerging situations aroused by events during the educational process and not with the development of the curricula.

Keywords : Supervised teaching practice; chaordic process; emergencies; dimensions; practicum teachers.

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