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Mirela Skelac ; Agencija za odgoj i obrazovanje, Podružnica Osijek

Puni tekst: hrvatski, pdf (121 KB) str. 169-174 preuzimanja: 1.559* citiraj
APA 6th Edition
Skelac, M. (2008). RAZVOJNO-INTEGRATIVNA SUPERVIZIJA U ŠKOLI. Život i škola, LIV (19), 169-174. Preuzeto s
MLA 8th Edition
Skelac, Mirela. "RAZVOJNO-INTEGRATIVNA SUPERVIZIJA U ŠKOLI." Život i škola, vol. LIV, br. 19, 2008, str. 169-174. Citirano 11.04.2021.
Chicago 17th Edition
Skelac, Mirela. "RAZVOJNO-INTEGRATIVNA SUPERVIZIJA U ŠKOLI." Život i škola LIV, br. 19 (2008): 169-174.
Skelac, M. (2008). 'RAZVOJNO-INTEGRATIVNA SUPERVIZIJA U ŠKOLI', Život i škola, LIV(19), str. 169-174. Preuzeto s: (Datum pristupa: 11.04.2021.)
Skelac M. RAZVOJNO-INTEGRATIVNA SUPERVIZIJA U ŠKOLI. Život i škola [Internet]. 2008 [pristupljeno 11.04.2021.];LIV(19):169-174. Dostupno na:
M. Skelac, "RAZVOJNO-INTEGRATIVNA SUPERVIZIJA U ŠKOLI", Život i škola, vol.LIV, br. 19, str. 169-174, 2008. [Online]. Dostupno na: [Citirano: 11.04.2021.]

Developmental and integrative supervision is necessary for the professional development of teachers. It provides continuous personal and professional development of teachers and improves the understanding among people, especially the communication of teachers with students and parents. Supervision gives better insight into the cause of a problem, thus making appropriate intervention possible. Continuous supervisory work helps in decreasing stress at work, which is frequent with teachers due to the complexity and nature of their problems and insufficient means of their solution. In supervision, learning form their own experience, teachers understand educational problems better. They become more competent for problem-solving, thus contributing to the quality of education.

Ključne riječi
teacher training; supervision; problem-solving; reflection

Hrčak ID: 24079



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