Abstract

This thematic review article will aim to put the notion of a device to interrogate the supervisory body of pedagogical practices of teachers in training. To do this, there is movement from classical or traditional views, from positivist approaches, rationalistic and mechanistic to a more complex, constructivist nature, socio-constructionist and dialogic views. Subsequently, the device is contextualized in the teacher training scenario and their components, processes and dimensions are delimited in order to measure its conceptual and pragmatic value. Finally, it is proposed to re-build the scope of the device relieving political, strategic, reflective and relational dimensions, placing the subject, young teachers in training- in the center of the conformity of the device and the first and last of its existence, permanence, variations and dissolution.