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"THERE IS A TIME FOR EACH AND EVERY THING" 1he study reveals encouraging findings. Supervision processes influence the professional growth of teachers. Progress can be observed in self-regulation techniques, as well as in their ways of reflecting, thinking and reacting. The findings indicate an supervision to be an effective way in supporting teachers to become more competent, and more able to apply strongly developed skills crucial for the upbringing and education of autonomous, reflective and socially responsible young adults. In the next article Supervision Experience and Expectation of Child Protection Workers in Estonian Municipalities, Tiina Merkuljeva from Estonia invites us to explore questions of supervision in the social field. Her study is focused on different forms of external supervision for child protection workers in 15 municipalities. The main aim of the survey was first to analyze the current situation of child protection in Estonia, including the welfare problems related to societal changes and growing demands child protection workers have to face. The second aim was collecting information of the supervisory experiences and expectations of professionals working in the field. They were also interested in ideas and suggestions how to improve supervisory practice in order to develop more ‘tailor made’ supervision related to their special needs. The results are revealing and offer useful and practical suggestions. Child protection workers are on the one hand highly qualified social workers, but on the other hand have to keep on ‘learning their profession by doing’ because of new regulations. They need structured, regular supervision with deep reflective work to help them to deal with constantly changing situations to enhance their professionalism. DIVERSE APPROACHES TO SUPERVISION AND COACHING Finally, under this heading we present three more fundamental contributions to the research conference: three methods that reveal special insights into case- and group work using specific tools. Jutta Müller, Dirk Bayas-Linke and Elmar Schwedhelm use the VideoInteraction-Analysis (VIA) in Coaching and Consulting Teams as an optional, relevant technique in face-to-face interaction, looking for hidden, subjacent structures and patterns, focusing on the dynamics and the learning processes of teams. The method of qualitative interaction analysis is based on different sociological interpretative methods and in particular on hermeneutic ‘case reconstruction procedures’ which provide the empirical and methodological foundation of VIA. Thus, this method creates a rather distant position of observation, which makes a fresh view on the team in question possible, and puts + 19 +
