Supervision in Education: a New Model of Support and Professional Development for Teachers

Abstract

Introduction: Supervision appears relatively infrequently in the school environment and still functions as an innovative practice. Consequently, with the steadily increasing number of students with specific educational and developmental needs, teachers have faced new challenges and had to redefine existing ones. This has led to a growing interest in educational supervision as a new form of support and professional and personal development for teachers. This article presents basic information about supervision and the conditions for its incorporation into the teacher's work system.

Research Aim: This article introduces discussions on supervision in education, taking on a review character and relying on theoretical analyses and research findings available in the literature. Over the past fifteen years (2008-2023), numerous interesting publications on teacher supervision can be found, emphasizing the significance of this issue.

Evidence–based Facts: Introducing supervision into schools is a time-consuming process that requires meeting specific conditions, including the substantive preparation of teachers to utilize this form of support. Modern teachers face complex tasks that exceed their capabilities, necessitating a team of specialists and engaging in reflective analysis of their professional experiences.

Summary: The implementation of teacher support in schools requires legal, organizational, and theoretical changes. This approach is becoming increasingly popular as a way to address growing educational difficulties. It is worth noting that social work supervision came before educational supervision, and this topic is increasingly being discussed in various scientific publications. These publications serve as a valuable source of inspiration for implementing supervision in schools and educational institutions.