This article is the result of the research carried out by the two teachers of the curricular unit (CU) Supervision and Educational Practices inserted in the Master's Degree in Supervision.

Supervision and educational practices play a central role in the initial training of educators and teachers, functioning as pillars for the development of pedagogical, reflective, and professional skills. This process is essential for future professionals and active teachers to acquire the necessary skills to act effectively and consciously in the classroom.
The main focus of this research is the analysis of pedagogical supervision in the initial and continuous training of educators and teachers in Portugal, with the following objectives: to know the concept of pedagogical supervision as a teacher; analyse the conceptions of pedagogical supervision in the initial and continuous training; understand the conditions that favour pedagogical supervision practices that enhance teaching/learning.

To achieve the proposed objectives, supported by a qualitative methodology, we used data collection from a survey of 20 teachers (educators and teachers of the 1st Cycle of Basic Education).

After the interpretation and analysis of the data, we found in this study that supervision is a dynamic, open, and continuous process and the monitoring, help, and guidance of the pedagogical supervisor are essential to improve the professional performance of teachers.

Keywords: Supervision, teacher training, professional development.