Pedagogical supervision in in-service training for 0–6 educators: between educational responsibility and reflective communities

• muschitiello_qtimes-jetss_apr26_1.pdf

Abstract

This paper explores the role of pedagogical supervision in the in-service training of early childhood educators (0–6) within contemporary educational systems. Moving beyond transmissive models of professional development, it highlights the need for reflective, relational, and ethically grounded approaches. Drawing on the Italian integrated education system (Legislative Decree 65/2017) and on critical pedagogical perspectives, supervision is conceptualized as a structural pedagogical device capable of linking theory and practice. The contribution presents an integrated model of training and supervision developed within the “Stati Generali dell’Infanzia Zerosei” in Bari. The study argues that the systematic implementation of such a model can enhance educational quality, support professional well-being, and foster inclusive and participatory learning environments.

• #pedagogical supervision
• #in-service training
• #reflective practice
• #early childhood education (0–6)
• #educational quality