Article Title

Supervision as Pedagogy: Attending to Its Essential Instructional and Learning Processes

Department/School

School of Education

Abstract

The various supervision models each emphasize particular interventions. But to conceptualize supervision as a teaching-learning process permits a common framework and attention to supervision's basic change mechanisms. This article discusses the four learning strategies of modeling, feedback, direct instruction, and self-directed learning through reflective practice, arguing that their effects are mediated by the quality of the supervisory relationship. As well, it makes the case that feedback grounds a developmental continuum that extends from direct instruction when supervisors are learning new skills to reflective practice, whick becomes increasingly prominent as the supervisee gains experience.

Document Type

Article

Publication Title

The Clinical Supervisor

Publication Date

6-13-2014

Volume

33

Issue

1

Pages

82-99

Digital Object Identifier (DOI)

10.1080/07325223.2014.918914

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