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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. +18 +
