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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Dias, R. & Oliveira, A. (2013). Representations of the concept of pedagogical supervision among teachers. Journal of Educational and Social Research. 3 (7), 190-197
Exportar Referência (IEEE) 
R. M. Dias and A. G. Oliveira,  "Representations of the concept of pedagogical supervision among teachers", in Journal of Educational and Social Research, vol. 3, no. 7, pp. 190-197, 2013
Exportar BibTeX 
@article{dias2013_1731640977803,
	author = "Dias, R. and Oliveira, A.",
	title = "Representations of the concept of pedagogical supervision among teachers",
	journal = "Journal of Educational and Social Research",
	year = "2013",
	volume = "3",
	number = "7",
	doi = "10.5901/jesr.2013.v3n7p190",
	pages = "190-197",
	url = "http://www.mcser.org/journal/index.php/jesr"
}
Exportar RIS 
TY  - JOUR
TI  - Representations of the concept of pedagogical supervision among teachers
T2  - Journal of Educational and Social Research
VL  - 3
IS  - 7
AU  - Dias, R.
AU  - Oliveira, A.
PY  - 2013
SP  - 190-197
SN  - 2239-978X
DO  - 10.5901/jesr.2013.v3n7p190
UR  - http://www.mcser.org/journal/index.php/jesr
AB  - Considering teaching and education, the challenges we face daily are increasingly relevant, for all agents involved. Given the time that children spend in school, a good pedagogical relationship, between teachers and students, is very important in the development of children. So, teachers seek for strategies to make the process of teaching and learning more engaging for students, and more rewarding for themselves. This empirical study was developed within the scope of the theory of social representations (Moscovici, 1961/1976). We aimed to understand, first of all, the way how teachers (N=176), men and women, of the 1st and 2nd stages of basic education, in Portugal, represent the concept of pedagogical supervision, and also the way how the representations found can be related to the way they usually feel in classroom. The data was gathered using free associations of words, derived from open questions that were individually made, in an questionnaire (e.g., ‘Pedagogical supervision makes me think of...’; or ‘Pedagogical supervision makes me feel...’). Results were examined through the technique of factorial analysis of correspondences (FCA). Among the main findings, it was verified that, in general, the teachers of the 2nd stage feel more active than those of the 1st stage, linking the concept of pedagogical supervision with a helpful process that is led by someone with more experience and scientific knowledge. Women, compared to men, demonstrate more nervousness and anxiety, when confronted with pedagogical supervision, tending to anchor the supervision with the evaluation process that all teachers have throughout their career. 
ER  -