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

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 supervisees are learning new skills to reflective practice, which becomes increasingly prominent as the supervisee gains experience.

Toward a research-informed, evidence-based psychoanalytic supervision

“…The to do mode refers to the alliance as a medium or mediator, making possible the supervisory action dimension and specific actions that occur between supervisor and supervisee (cf. Goodyear, 2014). Some examples would include modeling, teaching, providing feedback, and challenging.…”

Attending to Nuanced Emotions: Fostering Supervisees' Emotional Awareness and Complexity

“…First, it is important that the supervisor foster a strong supervisory relationship, because it is believed to enhance supervision (Borders & Brown, 2005;Goodyear, 2014;Ladany & Muse-Burke, 2001). Second, the supervisor needs to assess the supervisee's current developmental level (in this case, his or her general level of emotional awareness and complexity).…”

Nursing students’ perceptions of training processes in clinical supervision contexts

“…A pedagogia da supervisão implica o recurso a estratégias centradas no formador e nos conteúdos substantivos e processuais do currículo, como a modelação e o ensino direto, mas também estratégias centradas no formando, que promovam a autorregulação das aprendizagens e a construção da sua identidade e autonomia profissionais. A reflexão e o feedback construtivo são elementos fulcrais na promoção de mudanças conceptuais e acionais do futuro enfermeiro (Goodyear, 2014;Silva, 2012). Importa que as aprendizagens realizadas na escola de enfermagem sejam relevantes para a preparação dos estudantes para a prática, mas também que as estratégias de supervisão favoreçam uma epistemologia praxeológica, através da qual eles produzam conhecimento situa-do e aprendam a lidar com a natureza complexa, indeterminada e única da sua profissão, em linha com uma formação de natureza reflexiva (Alarcão & Tavares, 2003;Schön, 1987;Vieira et al, 2010).…”