Abstract

Apart from the historical perspective of the beginnings and development of supervisory practice in the world and in Slovenia, which was influenced by merging of experiences of various professions, this paper brings us the explanation of the term supervision, and of models and techniques of collecting supervisory material. Furthermore, this paper provides data to show how poorly postgraduate programmes equip the students for practical work and emphasizes the fact that supervision is not an alternative to formal, traditional, academic education, but its complement. The author presents the phases of the supervisory process as well as the difficulties which arise in the course of learning, explaining them from the dynamic perspective, and from the perspective of cognitive theories and theories of learning.