COSERE | 159 2.3 Models of supervision As already mentioned, in school practice we can encounter both a directive and collaborative model - some authors speak of autocratic and democratic supervision. In autocratic supervision, conflict, friction, and antagonism can soon develop. As far as the forms of supervision are concerned, depending on the context and objectives, individual face-to-face supervision can also be supplemented with team supervision of two varieties: • Colleagues help the teacher in their development and bring their perspective to the topic • The goal of supervision is set jointly by the team and concerns everyone, e.g., the topic of team functioning, relationships in the team, etc. The general understanding in the literature “supervision” means profession-related counselling and further education. To explain what supervision is, we used the definitions formulated by the Swiss Association of Supervisors and Organisational Consultants: “Supervision (practice consulting) is focused on an individual, as well as on a group or team of employees. It deals with specific issues related to the professional daily life of the participants, as well as with issues of cooperation between persons who have different roles and functions, who operate in different fields of tasks, and are located at different levels of hierarchies. The purpose of supervision is to improve work situations, work atmosphere, work organization, and task-related specific competencies. This goal is to promote practice-related learning and the quality of cooperation” (Georg Horcher, “Professional development - supervision in social work”, p. 48, Supervision in social work. Supervisor’s handbook. LU, 2007). Emphasis is placed on learning from practice and the use of cooperation for professional development. Objectives of supervision: • 1) To understand the goals and objectives of one’s professional activity; • 2) To ensure professional development and support; • 3) To promote professional development, thus improving the quality of services for the client; • 4) Encourage to evaluate and analyse one’s actions and emotions; • 5) Help manage stress that occurs as a result of work.
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