Izvleček
V Sloveniji se supervizija vse bolj uveljavlja tudi na področju vzgoje in izobraževanja. Med najbolj uveljavljenimi in strokovno podprtimi je t. i. razvojno-edukativni model supervizije. Ta ima tri osnovne konceptualne izvore (psihodinamska izhodišča, sistemskoteoretične koncepte ter izhodišča, ki temeljijo na učenju in izobraževanju odraslih). Taka supervizija predstavlja kompleksno kombinacijo sistematičnega učenja in razvoja, pri čemer je način, kako se supervizanti učijo, prav tako pomemben kot vsebina učenja. V procesu razvojno-edukativnega modela supervizije ima supervizant priložnost, da preverja svoje profesionalne postopke, doživljanja, videnja in prepričanja ter jih ozavešča in povezuje s svojo osebno dinamiko. Ob tem se omejuje na situacije, ki izhajajo iz delovnih izkušenj, in je sistematično usmerjen k boljšemu profesionalnemu delovanju v prihodnje. Pomemben poudarek je na analizi skupinskodinamičnih situacij v sami supervizijski skupini – še zlasti takrat, ko supervizanti opravljajo svoje strokovno delo s skupinami. Supervizija uporablja refleksijo kot orodje učenja, hkrati pa razvija pri supervizantu sposobnost reflektiranja situacij iz skupinskodinamičnega konteksta supervizijske skupine ter prenosa naučenega v lastno delo s skupinami. Namen prispevka je predstaviti supervizijo in njen pomen na področju vzgoje in izobraževanja.
Abstract
Supervision in the Education Field
In Slovenia, there is an increasingly stronger focus on implementing supervision also in the education field. Among the most established and professionally supported forms of supervision is the so-called developmental-educational supervision model with three main conceptual sources (psychodynamic baselines, systemic theoretical concepts and premises, and premises based on adult learning and teaching). Such supervision represents a complex combination of systematic learning and development, where the manner in which the supervisors learn is just as important as the content of learning. In the process of the developmental-educational supervision model, the supervisor has the opportunity to review his or her professional processes, experiences, perspectives and convictions, becoming aware of them and connecting them with hir or her personal dynamics. In this process, he or she is limited to situations arising from work experience and is systematically directed to taking better professional actions in the future. Important emphasis is placed on the analysis of team-dynamics situations within the supervision group itself – especially when the supervisors perform their professional work with groups. Supervision uses reflection as a learning tool and, at the same time, develops in the supervisor the ability to reflect on the situations from the team-dynamics context of the supervision group and transfer the knowledge into his or her own work with groups. The purpose of the paper is to present supervision and its importance in the education field.