ABSTRACT
The traditional model is one in which the supervisor observes a student teaching a class and subsequently makes oral and/or written assessments of the student's competences. Individual supervisors will vary with regard to the sensitivity they show towards supervisees' feelings in giving their judgements. In some cases students may be given a completed check-list at the end of the lesson. Stones' (1984: 40) ‘counselling and pedagogical’ model envisages ‘the learning of the pupil, the student teacher and the supervisor as enquiry-oriented’. The supervisor, setting his or her face against didacticism, plans the initiation of the student teacher before Teaching Practice into theory-directed analysis of teaching by organizing ‘discussion and practical activities’. In this way beginners will secure a grasp of the ‘pedagogical principles thought important’. Ideally, the supervisor examines a video-recording of the student's classroom performance and ‘notes points that seem to merit particular comment’. His or her written scheme should ‘cover every step in the counselling process’ to guarantee ‘that nothing important will be overlooked in the heat of the moment…’ (p. 112). To reassure the beginner, says Stones, the supervisor uses techniques from counselling and is ‘sharp and probing as well as warm and supportive’ (p. 121). He/she endeavours ‘only to intervene when essential’ — the goal is autonomous critiquing by the beginner.
