摘要：The article aims to understand auxiliary aspects in the learning of supervision of Curricular Training (CT) in Teacher Education Courses (TEC), as well in the supervising professors’ identifi cation with the activity of supervision. For this purpose, individual structured interviews were made with 25 supervising professors of TEC of the Federal University of Santa Maria, Brazil. The interviews were then analyzed using procedures of Content Analysis (Bardin, 1977). On the basis of these procedures, it was perceived that the supervising professors had very different educational and professional careers, which can enrich the interaction among them if their differences are respected and negotiated. In general, the supervisors’ identifi cation with their activity depends on a previous interest of working in it or on experiences considered as preparatory to supervise CT. Both thelearning and the identifi cation with the activity of supervision are autonomous processes for the supervisor, with no institutional participation. Thus, the identity formation of these supervising professors depends on having previous experiences related to CT supervision, on being welcomed by a more experienced supervisor colleague and, in other cases, by having motivation to look for literature and/or to dialogue with other professionals. Key words: supervising professor of curricular training, professional identity, curricular training supervision, secondary socialization.
其他摘要：The article aims to understand auxiliary aspects in the learning of supervision of Curricular Training (CT) in Teacher Education Courses (TEC), as well in the supervising professors’ identifi cation with the activity of supervision. For this purpose, individual structured interviews were made with 25 supervising professors of TEC of the Federal University of Santa Maria, Brazil. The interviews were then analyzed using procedures of Content Analysis (Bardin, 1977). On the basis of these procedures, it was perceived that the supervising professors had very different educational and professional careers, which can enrich the interaction among them if their differences are respected and negotiated. In general, the supervisors’ identifi cation with their activity depends on a previous interest of working in it or on experiences considered as preparatory to supervise CT. Both thelearning and the identifi cation with the activity of supervision are autonomous processes for the supervisor, with no institutional participation. Thus, the identity formation of these supervising professors depends on having previous experiences related to CT supervision, on being welcomed by a more experienced supervisor colleague and, in other cases, by having motivation to look for literature and/or to dialogue with other professionals.Key words: supervising professor of curricular training, professional identity, curricular trainingsupervision, secondary socialization.
