Abstract

The study seeks to understand how the autonomy of the pre-service teacher is developed, in the context of professional practice supervision, as a differentiating skill and competence of a satisfactory and reflective professional practice. Within the framework of a descriptive-interpretative qualitative study, 30 teacher educators from two higher education institutions, whom are supervisors of professional practices, were interviewed and focus groups were held at their respective supervision groups at the beginning and end of the supervision process. For the interpretation of results, content analysis was carried out, validating theoretical categories. The main findings show the relational relevance of the figure of the supervising teacher and their pedagogical authority and of the supervisee's abilities related to academic self-concept and self-determination, commitment to their own learning and the position they occupy in their practice center in their role as preservice teachers.