Professional supervision in socio-educational contexts
Alice Femminini, Irene Stanzione, Anna Salerni
The Italian social and educational services system is undergoing a phase of regulatory strengthening aimed at improving quality, well-being and the protection of workers’ rights. In this context, the 2021-2023 National Plan for Social Interventions and Services has included professional supervision among the Essential Levels for Social Services (LEPS in Italian), recognising its role in supporting continuing education and consolidating professional identity. Pedagogical supervision is described as a structured space for reflection and dialogue, capable of transforming experience into knowledge, promoting critical thinking and fostering organisational well-being, which are central elements for the quality of services. Despite recent regulatory advances, such as Law 55/2024, which assigns the role of supervisor to the educationalist, its implementation is still uneven and sometimes entrusted to individuals without adequate training. The literature on how supervision is actually exercised in educational contexts is still insufficient. This contribution aims to fill this gap through an empirical survey of 320 education professionals, analysing the prevalence, purpose, organisation and perceptions of satisfaction. The initial results highlight the irregular presence of supervision and significant variability in practices, while confirming its educational value and potential in supporting professional development.
Keywords
Professional supervision, socio-educational contexts, professional practices, lifelong learning.
