Analysis of elements to define a school supervision paradigm in Adult Education

Abstract

The main objective of this research is to study all the needed features to develop a school supervision model in Adult Education that meets the learning requests of adult students, considering, from an educational system holistic perspective, the Education Inspectorate as a key factor to improve the pedagogical quality, and the lifelong learning a strategic point in the XXI century.The research method used is the Constant Comparative System of the Glaser and Strauss Theory, framed in the Comprehensive Paradigm. The structured in-depth interview is applied to data collect. Interviewees are selected according to not intentional probabilistic sampling with expert coefficient, k > 0.8. The data handling is done using the qualitative analysis program ATLAS.ti by means of the codes and metavariables elaboration.Based on this categorization process the prevalence of a non-administrative supervision model is concluded. It must be oriented towards educational improvement and quality and it should assume new functions such as leadership, coordination and participation in educational planning, in addition to those traditionally assigned such as evaluation, control and advice. Furthermore, the study contains a conceptual network designed to configure a paradigm of educational supervision in Adult Education based on the criterial assessment along with schools and teachers counseling rather than in bureaucratic control, with collaborative monitoring techniques that focus attention on methodology, learning training and setting objectives to achieve a continuous improvement in teaching practice and school management.

Keywords

• supervisión escolar
• educación de personas adultas
• inspección educativa
• educación permanente
• organización escolar