Supervision colaborativa docente a traves de clases grabadas en video

El objetivo de este trabajo es presentar diferentes roles de profesor supervisor segun modelos distintos y destacar la importancia de dialogos colaborativos con apoyo de grabaciones de video. Para lograrlo, se muestran resultados de un estudio cualitativo desarrollado en un curso de formacion de profesores de ingles como lengua extranjera en Brasil. Los resultados indicaron que la supervision colaborativa fue eficiente frente a la adversidad de contextos educativos. Se concluyo que los estudiantes-profesores que observaron sus acciones pedagogicas a traves de videos se volvieron mas reflexivos y lograron autoevaluarse, ya que hacian un profundo analisis de su practica. Con supervision colaborativa, se alienta a futuros profesores a reconocer y comprender las complejidades de la ensenanza y aprendizaje local y globalmente. Palabras clave: reflexion colaborativa, sesiones de post-observacion, supervision docente. The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally. Key words: Collaborative reflection, post-observation session, teacher supervision.