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OCR
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 highquality 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
