IJSP Number 3, 2021

77 - Reflection, as a consequence of the supervisee’s cognitive and personal development Figure 1 The integrative strategic model of supervision Source : Vîşcu Loredana-Ileana (2018). Modelul integrativ strategic de supervizare, Bucharest: Universul Academic Publishing House, p. 36 The integrative strategic model of supervision was thus developed from the perspective of constructivism in learning, with three objectives: promoting self- learning and lifelong learning, shaping supervision as a discipline, in the years to come and creating a methodological framework of supervision by specifying supervision tools [3]. 2. THE SUPERVISION PLACE AND ROLE FROM THE PERSPECTIVE OF AN INTEGRATIVE COMMON LANGUAGE FOR LEARNING IN SUPERVISION, COMMON CROSSTHEORETICAL FACTORS IN SUPERVISION AND THE DESIGN OF CLINICAL SUPERVISION 2.1. THE NEED FOR A COMMON INTEGRATIVE LANGUAGE FOR SUPERVISED LEARNING IN TERMS OF PEDAGOGY, ADULT EDUCATION, LEARNING PSYCHOLOGY The use of a common integrative language refers to the operationalization in supervision of the following concepts: learning in supervision, the supervisor’s professor role, self-directed learning in supervision, constructivist models of learning in supervision, adult education, design of supervision activity, learning factors from the evaluation perspective supervision and reflection in supervision. This approach to supervision, from the perspective of the integrative common