This paper aims at contributing for the discussions around the processes of supervision and professional knowledge, through the analysis of posters produced by the teachers involved in the first edition of the Teachers' Probation Period in Portugal. We took as a reference for our analysis the aims of the training program: the relevance of the supervision process; the centrality of reflection and the relation to professional knowledge and development. In the discussion of the findings we highlight: the importance attributed to the supervision process, stressing the relevance of the relational dimension within this process. The findings related to the centrality of reflexivity within the process are less expressive. Concerning professional knowledge we highlight the predominant use of the following dimensions: knowledge about content, curriculum, didactics, pedagogical and reflexive. Scientific knowledge is the least used.
Supervision; Professional knowledge; Teachers
