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DEVELOPMENT OF TEACHERS PROFESSIONAL
COMPETENCIES THROUGH SUPERVISION
——o—
BRIGITA RUPAR
ABSTRACT
In this study were included two groups of elementary school teachers. The first
group was involved in the supervision, while the other had no such experience.
The aim of the study was to investigate the degree to which the participation
in the supervision process affects teachers’ reflective and emotional efficiency,
whether it affects their increased use of active strategies for coping with
stressful situations, and the degree to which it raises their awareness of what
tasks are essential with regard to the achievement of educational outcomes.
The results of the quantitative research analysis revealed that the participants
of the supervision process experience their professional tasks with which they
encourage a whole-child development, develop higher-order thinking skills in
their pupils as more important than their other professional tasks. The data
showed that the participants of supervision process demonstrated a higher level
of reflection and were statistically more significantly effective in expressing
their emotions than the participants who were not included in the supervision
process. After analyses the findings of the quantitative part, the author used
a qualitative approach. Supervisees demonstrated a higher level of awareness
about the important role of didactics and differentiated instruction for high¬
quality knowledge acquisition. The study concludes that teacher training
with the help of supervision contributes to faster development of professional
competencies.
INTRODUCTION
Definitions of teachers’ professional development vary greatly. In this study,
teachers’ professional development is understood as experiential learning during
which teachers discover and become aware of their own understandings as well
as Critically reflect on their practice, which helps them obtain insight into their