New paradigms of pedagogical supervision
A model of educational inspection for the 21st century
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The Education Inspectorate has a high potential and relevance for educational quality and improvement as a technical and expert body, with great prestige in school communities and with a solid history and tradition. However, a review of the academic literature and professional practice in recent years shows certain dichotomies and antinomies in its functions and positioning in the education system. It is necessary to provide it with an organizational model and theoretical foundation that adjusts its nature and mission to the demands and challenges of the school of the XXI century; to create a ...
The Education Inspectorate has a high potential and relevance for educational quality and improvement as a technical and expert body, with great prestige in school communities and with a solid history and tradition. However, a review of the academic literature and professional practice in recent years shows certain dichotomies and antinomies in its functions and positioning in the education system. It is necessary to provide it with an organizational model and theoretical foundation that adjusts its nature and mission to the demands and challenges of the school of the XXI century; to create a scientific-pedagogical paradigm that supports and orients its exercise from the "auctoritas"; to globally rethink the role and position of inspectors in the academic organization as well as their relations with schools; to reconceptualize the approach and supervisory actions, orienting them permanently to educational improvement and to public service that guarantees the right to quality education for all.
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