Zorga Sonja
Faculty of Education, University of Ljubljana, Ljubljana, Slovenia.
J Interprof Care. 2002 Aug;16(3):265-76. doi: 10.1080/13561820220146694.
The supervision process represents one of the possible processes of life-long learning and development of an adult. This paper presents a developmental-educational model of supervision. It is a specific learning developmental and supportive method of professional reflection and counselling used in social and educational settings in Slovenia. Different concepts that explain learning and acquiring competence in the process of supervision are discussed. Special emphasis is given to the process of experiential learning (Kolb), learning within the zone of proximal development (Vygotsky) and the process of mental adaptation leading to new cognition (Piaget).
督导过程是成人终身学习与发展的可能过程之一。本文提出了一种督导的发展教育模型。它是斯洛文尼亚社会和教育环境中使用的一种专业反思与咨询的特定学习发展及支持方法。文中讨论了解释督导过程中学习和获得能力的不同概念。特别强调了体验式学习过程（科尔布）、在最近发展区内的学习（维果茨基）以及导致新认知的心理适应过程（皮亚杰）。
