ABSTRACT
It is an interesting exercise to try to work backwards from a selection of schedules used for the assessment of practical teaching in British training institutions to induce the main aims of supervision. I am assuming, of course, that the schedules are intended to embody and encapsulate those aspects of teacher activities and attributes thought to be criterial for ‘good’ teaching. This seems a reasonable assumption since presumably the schedules were originally devised to assess the extent to which the student teachers fulfilled those criteria.
