Pedagogical supervision is a form of professional development of educational workers and is based on cooperation between the school pedagogue and the teacher, where the role of supervisor is performed by the pedagogue, and the teacher takes the role of supervisee. There are several types of supervision, and in this paper the emphasis is on developmental-integrative supervision, which is characterized by the equality of supervision participants and its goal is the professional growth and development of teachers, thereby striving to ensure their success in work, and ultimately the quality of education. Pedagogical supervision in the national context has been insufficiently researched, therefore a qualitative research was conducted that deals with this topic. The aim of this research is to describe and understand the process of pedagogical supervision from the perspective of elementary school pedagogues, and the purpose of the research is to gain insight into their experiences with implementation and their perception of pedagogical supervision. The focus was on the phases of pedagogical supervision, which includes the following phases: planning and preparation for pedagogical supervision, teaching monitoring (classroom observation) and reflection and self-reflection. In addition, the last category was related to the support for teachers after pedagogical supervision. In this research, a semi-structured interview was used, which was conducted with 8 elementary school pedagogues. The research results indicate that school pedagogues are guided by the idea of a developmental-integrative approach when implementing pedagogical supervision, but it is also evident that in the planning and preparation phase for pedagogical supervision there are deviations in terms of cooperation in some of its parts, despite the fact that the successful implementation of this phase is necessary for the success of the following phases, as well as for the effectiveness of the entire process of pedagogical supervision.