UDC 373.3.011.3-051:[005.336.5:005.57](045)
DOI: https://doi.org/10.59694/ped_sciences.2024.09.077
SUPERVISION AND INTERVISION AS EFFECTIVE TOOLS FOR PEDAGOGICAL SUPPORT AND PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS
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LYTVYN Inna Mykolayivna
Candidate of
Pedagogical Sciences, Senior Lecturer Department of
Primary Education, Bohdan Khmelnytsky National
University of Cherkasy.
ORCID іD: https://orcid.org/ 0000-0002-8946-1449
BAIDIUK Natalia Vasylivna
Candidate of
Pedagogical Sciences, senior lecter of the department of
primary education Bohdan Khmelnytsky National
University at Cherkasy.
ORCID іD: https://orcid.org/0000-0003-2086-1847
TKACHENKO Kateryna Oleksandrivna
Candidate of Pedagogical Sciences, Associate Professor,
Director of the Centre for Professional Development of
Pedagogical Workers of Cherkasy City Council,
Cherkasy.
ORCID іD: https://orcid.org/0000-0002-6811-0332
Abstract:
The article examines various theoretical and practical aspects of using supervision and intervision as effective tools for the pedagogical support and professional development of primary school teachers. It highlights that developed professional self-identification and collaboration with other participants in the educational process are crucial for the successful professional activity of educators.
The activation of pedagogical collaboration and support within educational institutions is an effective mechanism for ensuring and enhancing the personal and professional growth of primary school teachers. The article analyzes scientific approaches to understanding supervision and intervision based on specific criteria and characteristics. Supervision (mentoring) is based on the principle that a primary school teacher, by working with a mentor, gains the ability to independently evaluate their activities, identify shortcomings, determine the causes of these shortcomings, and seek ways to address them.
It is clarified that during the interaction between the mentor and the primary school teacher, there is a sense of forming important professional and personal qualities that contribute to raising the teacher’s professional level. Special attention is given to the moral aspects of intervision. The study shows that successful conditions for conducting intervision include establishing tolerant relationships, empathy, humane and respectful attitudes towards every participant in the educational process. It emphasizes that all participants in the intervision should feel emotional support during its implementation.
The research found that supervision and intervision are methods and tools of professional support and development based on the mechanism of partnership cooperation. The use of supervisory and intervision forms of pedagogical activity fosters the development of competencies and personal qualities in primary school teachers necessary for successful practical work; helps avoid professional burnout and prevent crisis situations; and opens significant opportunities for improving each teacher’s professional qualifications and enhancing the overall quality of educational services. By participating in supervision and intervision meetings, primary school teachers feel included in a partnership process of collaboration with colleagues, receive professional support, and gain new knowledge and experience.
Keywords: supervision, intervision, pedagogical support, professional development, primary school teacher, elementary school teacher, primary school, general secondary education institution, supervisor (mentor).
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