A Comparison of Beginning and Expert Supervisors’ Supervision Cognitions

Abstract

Beginning and expert supervisors’ cognitions and cognitive structures were compared via concept mapping, a mixed methods design. Both beginning and expert supervisors reported a variety of cognitions representing developmental characteristics in 3 areas: assessment of supervisees, conceptualization and management of supervision, and supervisory relationship.

Structured Peer Feedback Exchange in Group Supervision of Beginning Supervisors

“…The second area appeared to highlight transitional/adaptable supervisor characteristics from counseling role to supervisory and/or educational roles, such as assessing the supervisee, using counseling skills to facilitate the supervisee's growth, and intervening accordingly. Similar to previous research findings (e.g., Kemer, 2020;Kemer et al, 2019), beginning supervisors' peer feedback indicated that being genuine with supervisees, adapting microskills and process skills from counseling, and paying attention to the needs of the supervisee and necessities of the process in any given supervision session were enhancing aspects of their peers' supervision practices. In fact, beginning supervisors' positive feedback statements also paralleled expert academe (Kemer et al, 2014) and site (Kemer et al, 2017) supervisors' supervision cognitions, encompassing intentional conceptualization and interventions of supervision practices.…”

“…Beginning supervisors' feedback on process and immediacy in their peers' sessions included both positive and constructive feedback. Thus, supporting Kemer's (2020) findings from a developmental lens, our beginning supervisors' feedback on process and immediacy was mainly focused on their peers' challenges with balancing tasks and process of supervision. Supervisor presence, flexibility, and collaboration, as well as attendance to the process of supervisory work (e.g., too much or too little task focus, lack of attention to supervisee's personal experiences influencing the counseling work or power struggles between supervisee and supervisor) were reported as the hindering aspects of beginning supervisors' supervision practices.…”

“…In the second constructive feedback area, beginning supervisors reported supervisor-and/or supervisee-related characteristics that impeded the supervisor's ability to build a working relationship in supervision. In a comparison of beginning and expert supervisors, Kemer (2020) reported that beginning supervisors' supervision thoughts were lacking process commentary or immediacy. Our results contradicted Kemer's findings from an inclusivity standpoint, as we observed a wide range of process commentary in our beginning supervisors' feedback for their peers' sessions.…”

“…In a comparison of beginning and expert supervisors' supervision cognitions, Kemer (2020) reported that beginning supervisors' thinking included more concrete and obvious knowledge statements regarding their supervision model, supervisory roles and responsibilities, and basic counseling skills, while lacking process commentary and/or immediacy. An examination of peer feedback in group sup-of-sup could further our knowledge on what is included in beginning supervisors' cognitions and cognitive process and inform supervisor training practices.…”

Mapas conceptuales: su uso para verificar el aprendizaje significativo en estudiantes de primaria

“…Es aquí donde los mapas conceptuales utilizados intencionalmente por docentes pueden evidenciar, como señalan Sellman, Liefländer y Bogner (2015), ideas que ya han construido sus estudiantes, también los progresos en el entendimiento conceptual y, por consiguiente, en el aprendizaje significativo de un concepto (Gardner, Lohr, Bartos y Reid, 2019;Kemer, 2020;Ceylan, y Atabek, 2018), o utilizarse incluso como estrategias de adquisición de conocimiento (Olivo, 2017).…”