Análisis y mejora de la formación del supervisor escolar en Michoacán

Laburpena

This article examines profesional development practices for school supervisors identifying their needs, different school supervision models and leadership styles. In this research twenty nine school supervisors, ten district supervisor, one academic adviser, one rural education director and three education experts in Michoacan participated in interviews and team discussions. Calvo (2002), Miranda (2002), Pozner (2000) Zorrilla (2011) were used to create the theoretical framework. The most important finding was the lack of academic development emphasis in the professional development programs.