Abstract
The contribution deals with the problem of introducing and applying the supervision strategy to the reflection of continuous pedagogical practices. Supervision as a unique tool of reflection is successfully used in many so-called 'helping professions', where it helps to develop not only the quality of services provided but also supports the theoretical growth of the scientific area and also contributes to the well-being of participants.
In the field of education in the Czech Republic, the potential of supervision is far from being fulfilled. And as we suppose that the quality of students support during their teaching practices is an important factor affecting the overall quality of pedagogical training, it is logical to try to introduce supervision right there.