Supervision and Professional Development

This master's thesis examines the extent to which supervision contributes to the professional development of elementary school teachers. First, the concept of supervision is defined and its various formats are described. In addition, the concept of professionalization is explored to establish a theoretical foundation for the study. Building on this, guided interviews are conducted with five teachers to capture their individual perceptions and experiences with supervision. The focus is on how supervision can promote reflective practice, strengthen the willingness to engage in continuous professional development, and foster concrete changes in professional behavior. In addition, the study examines which factors-whether supportive or inhibiting-are perceived in connection with the use of supervision. The goal is to highlight the importance of supervision for professionalization processes in the teaching profession and to derive insights for the further development of school support and counseling structures.