ABSTRACT
In the past, supervisors of pre-service teacher education students welcomed the students into the school, made sure they knew the ‘geography’ of the building, introduced them to the staff, told them where to buy their lunch, made sure that they had suitable accommodation and travel arrangements. They gave them a desk in the staff room and showed them where the resources for lessons were. They gave them as much or as little help as they perceived was needed for the preparation of lessons. They looked over student lesson notes before they went into class and made suggestions if they saw that there was something that could go drastically wrong. They sat in on lessons and gave them feedback on the presentation, style and content after the lesson was over. They made sure that the students did playground duty and sports duty and sometimes bus duty, and that the students were invited to staff meetings and to any staff function after school. Having done all of that, they felt that the students would become socialised into the school through experiencing these kinds of ‘help’. ‘Supervision’ in past style was essentially seen as socialisation or enculturation into the school context.
