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The article presents research on issues of supervision in social work practical training, based on identification of the attitudes of 252 students from University of Ruse, Bulgaria, towards possibilities for its implementation in the conditions of their educational practice in frameworks of four academic years. The content, functional, organizational and structural specifics of supervision of social work students in the conditions of their practical training is analyzed, as well as results of researches in this field. A methodology is used to identifying students’ attitudes towards possibilities for realizing supervision in social work practical training, which includes a research tool with certain structural and content components. The results of the research reveal the dominance of the respondents’ positive attitudes towards organizational, methodological and operational possibilities for implementation of supervision in social work practical training. A presented is importance of supervision and respondents’ preferred model of supervision acquisition of values, knowledge, skills and good professional experience in practical conditions, integrating theory and practice, analysis of problems and situations, reflection, correction of behavior, achievement of change and personal, cognitive and educational development, and formation of professional competence. Highlighted is the contribution of supervision of social work students to improving the quality and effectiveness of their practical training as an important component of their overall educational preparation.

POSSIBILITIES FOR CONDUCTING SUPERVISION IN THE PRACTICAL TRAINING OF SOCIAL WORK STUDENTS.