Social and cultural transformations pose daily challenges to the educational field,
particularly with regard to its objectives, functions, roles and the performance of
those involved. This naturally leads to a need for (re)thinking the training of its
professionals. The present study is integrated within this framework, developed
with the aim of both assessing the quality of the inclusive approach in the
supervision of teacher education, as well as creating proposals for future
implementation based on the results, in order to eliminate or reduce gaps and
weaknesses which may be detected. Based on these objectives, the research
process was developed using a quantitative approach with the higher education
public institutions of Trás-os-Montes and Alto Douro (Portugal), which include
the Supervised Teaching Practice course (Teacher Training) in their curricula.
The study included a total of 340 participants, divided into Student Interns
(n=245), Teaching Supervisors of Higher Education Institutions (n=38) and
Cooperating Teachers of the Home Institutions (n=57). Questionnaires were
used as the data collection instrument for each group in the sample. The
literature review and data analysis demonstrate the need for rethinking the form
and content used in inclusive practices in the supervision of teaching education.
