The term "supervision" has multiple meanings - many understand it as monitoring (especially in terms of power and superiors), but it is also used when we talk about guiding, monitoring, and advising professionals in their practical work (Kobolt and Žorga, 2013c). Ajduković et al. (2016) conceive it as a form of professional reflection and counselling to ensure better professional work and promote personal development. It covers assistance for both young professionals who are new to the profession, and experienced practitioners, mostly in the field of social sciences, particularly in professions involving work with people (Kobolt and Žorga, 2013c). The person entering the supervision process is called a supervisee, and the person conducting the supervision is called a supervisor. The supervisor must have extensive knowledge and experience in the field where the supervision takes place, and also be skilled in the supervisory process (Ajduković et al., 2016). Regarding the involvement of students in the supervision process, experts hold different views - some strongly support it, while others believe that students lack sufficient practical experience for supervision to be meaningful for them. At the Faculty of Education, University of Ljubljana, during the academic year 2020/2021, supervisory monitoring of practice was carried out for students for the first time. For most of the participating students, this represented their first experience with an adapted form of the supervisory process. Due to measures to control the CoVid-19 epidemic, the supervision was conducted remotely (via Zoom) in two sessions. The students were divided into 11 smaller groups with 7-8 members each. In my master's thesis, I am examining the satisfaction of the students with the conducted sessions, what they have gained for their professional development, and how the sessions have influenced their well-being. I collected data in two parts - the first part of the research was quantitative (survey), and the second part was qualitative (in-depth group interview). The quantitative part of the research was conducted with the fourth-year class of undergraduate studies in class teaching in the academic year 2020/2021, while the qualitative part was in the form of a group interview in a smaller group. The research results could serve as a basis for considering the introduction of supervision into the curriculum of study programs at the Faculty of Education, University of Ljubljana. Based on the gathered data, I found that the first experience with supervisory monitoring of practice was positive for the majority of the included students, and they would like such a practice to continue in the future years. The students emphasized that they gained a lot of emotional support and new ideas from their colleagues during the sessions. However, they would prefer supervisors with more practical experience from the classroom (i.e., classroom teachers) or those who have been part of the school counselling service, as they are particularly concerned about this area of work (students with special needs, behavioral issues, violence, etc.) and would require more support from the faculty regarding this.
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