The aim of this review paper is to deepen the knowledge on the possibilities of professional training and supporting teachers using supervision. The paper analyzes past and current practices of professional training of teachers with the focus on supervison as a way of providing professional support and training to teachers. Existing literature, current research, laws, regulations and documents regarding the topic of professional training and teacher support have been reiviewed along with the teacher experiences with supervision. Supervison is quite a novel concept within the educational system. Although some teacher experience has been recorded, it is rather sporadic. Research results show that most interviewed teachers find supervision useful for professional development. Only a small number of teachers find the supervision unnecessary and manage to satisfy their own professional needs in a differnt manner. A high percentage of teachers who have experienced working in supervison groups, find the supervison an effective and desirable method for developing personal and professional competences. As teachers find sharing experience with colleagues, analyzing and reflecting the most useful methods of learning and developing competences, plenty of space is thus left for supervison, which as a method of learning using personal experience in a structured and organized way. Using supervison with current ways of professional training would open up the possibilities of sharing experiences with colleagues, learning from own and examples from others as well as viewing problems from different perspectives.