SO156 Supervision and intervision in experiential courses

Faculty of Education
Autumn 2024

The course is not taught in Autumn 2024

Extent and Intensity
0/2/0. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. Petr Soják, Ph.D. (lecturer)
Guaranteed by
Mgr. Petr Soják, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Ing. et Ing. Jana Šajkovicsová
Supplier department: Department of Social Education – Faculty of Education
Prerequisites
Educational supervision and intervision according to the task-oriented model is one of the original approaches in the monitoring and sharing of student practices. The main objective, in addition to familiarizing participants with the terminology, methods and techniques of mentioned approach to supervision, will be to understand the basic concept of the task-oriented model in lectures focused on learning pedagogical learning.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20
fields of study / plans the course is directly associated with
Course objectives
By means of an interview process, students may acquire the tools of supervision together with intervision and allow them to use supervision for their own benefit as well as benefits of their clients. The course may offer tips and skills how to use supervision and intervision as a quality tool in the fields of pedagogical learning, whether in the role of the recipient, the sponsor or the peer support. At the end of this course, students will complete the set of practical skills of reflexive thinking for their own personal and social development towards themselves, to the others and to the profession.
Learning outcomes
Upon completion of the course the student will be able to:
● understand the basic concept of the functioning of a task-oriented model in the field of experiential pedagogy;
● know the main structure and phases of the model of supervision and intervision; apply this model when working with the client;
● be able to use any model when working with a client
Syllabus
  • ● The basic concept of the functioning of a task-oriented model in the area of experience pedagogy
  • ● Introduction to models and methods of educational supervision and intervision
  • ● Principles of effective instructions
  • ● Supervisory and intervisory relationships
  • ● Preparation for supervising and intervising
  • ● Basic principles, functions, objectives and tasks of task-oriented supervision and intervision
  • ● Obstacles during supervision and intervision
Literature
  • THOMPSON, Sue. The critically reflective practitioner. Edited by Neil Thompson. 1st pub. Basingstoke: Palgrave Macmillan, 2008, xi, 183. ISBN 9780230573185. URL info
  • ŠEVČÍKOVÁ, Stanislava. Supervize jako příležitost nalezení smyslu života (Supervision as the opportunity of finding of the meaning of life). In NAVRÁTIL, Pavel and Monika ŠIŠLÁKOVÁ. Praktické vzdělávání v sociální práci. 1st ed. Brno: Tribun, 2007, p. 46-54. 1.,. ISBN 978-80-7399-343-6. info
  • Trendy v přípravě pedagogických pracovníků. Edited by Dana Knotová - Lenka Hloušková - Kateřina Zavadilová. Vyd. 1. Brno: Konvoj, 2007, 201 s. ISBN 9788073021337. info
  • LAZAROVÁ, Bohumíra. Supervize - kontrola, nebo pomoc? Prevence. Praha, 2006, vol. 3, No 2, p. 6-8. ISSN 1214-8717. info
  • KALINA, Kamil. Supervize - kazuistiky. Edited by Antonín Šimek. Vyd. 1. V Praze: Triton, 2004, 171 s. ISBN 8072544969. info
  • HAWKINS, Peter and Robin SHOHET. Supervize v pomáhajících profesích. Translated by Helena Hartlová. Vyd. 1. Praha: Portál, 2004, 202 s. ISBN 8071787159. info
  • CASPI, Jonathan. Educational supervision in social work : a task-centered model for field instruction and staff development. Edited by William James Reid. New York: Columbia University Press, 2002, x, 338. ISBN 0231108532. info
  • MUNSON, Carlton E. Handbook of clinical social work supervision. 3rd ed. Binghamton: Haworth Social Work Practice, 2002, xxi, 635. ISBN 078901078X. info
  • POL, Milan and Bohumíra LAZAROVÁ. Společenské změny a škola: spolupráce učitelů jako klíčový faktor autonomního rozvoje školy. Závěrečná zpráva z výzkumu podporovaného MŠMT. (Social changes and school). Brno: MŠMT-RS 97 124, 1998, 92 pp. Závěrečná zpráva. info
  • MUNSON, Carlton E. An introduction to clinical social work supervision. New York: Haworth Press, 1983, xx, 376. ISBN 0866561978. info
  • REID, William J. and Laura EPSTEIN. Task-centered casework. New York: Columbia University Press, 1972, vi, 275 s. ISBN 0-231-03466-0. info
Teaching methods
Teaching methods: theoretical preparation, seminars, practice, role playing, group discussions, group projects
Assessment methods
Active participation in seminars, record of practice.
Language of instruction
Czech
Further comments (probably available only in Czech)
Information on the extent and intensity of the course: 2 dny.
Teacher's information
http://moodlinka.ics.muni.cz/course/view.php?id=2344
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