Oldal 20 [20]
BRIGITTE GEIRLER-PILTZ — ÉVA NEMES
different qualification frameworks and tagging its barriers in language and
terminology. As examples, three competence frameworks in the field of
counselling, supervision and coaching are concisely described and compared
with each other. The relevance of these instruments is discussed: firstly showing
them being helpful in differentiating existing facets of professional profiles
of supervisors and coaches, secondly analyzing their role in supporting the
professionalisation of supervision and coaching, and thirdly reviewing how
they provide for commonly recognized quality criteria.
Maja Drazic from Croatia presents a special and innovative view on new
applications of supervision, declaring them as the key preconditions for
further development and enlargement of its formats. In her article Supervision
as an Appropriate Form of Internal Monitoring within European Union
Cooperation Development Projects she dedicates herself to the sustainable
development of European policies towards, and the promotion of, ownership and
participation. She describes internal monitoring of international development
projects funded by the EU as a very powerful tool enhancing ownership and
participation. But, she goes on stating, it could serve these goals even better
if these projects were used more as a learning process rather than as revision
tools. It would therefore be important to review and plan the methodology
and implementation of monitoring processes as well as research, and define
the competencies that monitoring experts would need to successfully achieve
the monitoring aims. Drazi¢ states that “supervision intended as a common
learning process that leads to improvement of individual, team and process
features, should become an appropriate form of monitoring.”
EXPERIMENTS IN THE WORD OF LABOUR
Related to this topic, two further contributions are singled out under this
heading. Brigita Rupar from Slovenia presents with her article Development
of Teachers’ Professional Competencies through Supervision a quantitative
comparative research analysis, questioning the effects of supervision. Involved
are two groups of elementary teachers. One group participated in supervision
processes; the other group had no such experience. The leading question
was to determine the extent to which teachers following supervision during
their training influences the formation of their professional identity, and if
supervision has effects on their reflective and emotional efficiency, and on
their use of active and direct methods of coping with stressful situations in
the pedagogical process.
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