| Summary: | This paper presents some of the characteristics of supervision as a specific developmental educational and supportive method of professional development and reflection that we studied in a group of students and a group of teachers. The aim of our research was to find out what participants in supervision sessions perceive the contribution of supervision sessions to their personal and professional development. We conducted a qualitative research in which two different methods were applied to two groups: a) in the group of students from the Faculty of Education at the University of Ljubljana, we conducted a qualitative analysis of the texts of their written reflections, b) we conducted a focus group with four teachers who had participated in intensive Shrani supervision sessions in the past.
Despite its limitations (the conclusions of the study cannot be generalized as it was conducted on selected samples), the study provides some insights into students' and teachers' beliefs about the benefits of supervision. It can be concluded that supervision is primarily important for students as an entry into the profession (by raising awareness of what supervision is and the importance of continuous professional development), while for those already in the profession, supervision offers a range of other benefits (reflection on work, support, professional and personal growth...).
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