The process of supervising teachers from the perspective of the development of scientific thinking

Abstract

Professionalizing educators remains a contemporary subject, requiring constant adaptations to social changes. Supervising educators becomes essential for enhancing performance and professional development, directly influencing their scientific thinking. In the context of fostering scientific thinking in students, supervision focuses on curriculum content expressing competencies in declarative, procedural, and conditional knowledge. This process identifies strengths and weaknesses in teaching, providing constructive feedback and facilitating access to resources for improvement. Viewed as a knowledge-sharing process, supervision contributes to maintaining educational standards and fostering a culture of continuous learning. Psychologists see the supervisor's responsibility extending to the quality of services received by all involved parties. For the development of scientific thinking, supervision may involve specific strategies such as self-reflection, explicit metacognitive learning, the development of self-monitoring skills, and constructive feedback. These strategies can be tailored to the individual needs of educators, contributing to the formation of professionals with strong critical and analytical thinking skills. To develop declarative, factual, and conceptual knowledge, supervisors can use active learning techniques, research, and critical discussions. Supervising procedural knowledge involves careful observation, data analysis, and idea generation. By combining these strategies, supervising educators becomes a complex and personalized process, contributing to the formation of a professional force prepared to encourage scientific thinking in students and respond to the challenges of an ever-changing society.