ABSTRACT
‘Practice teaching has the texture of reality because it gives the student the distinct sense of movement towards the goal -teaching’. Experience in schools represents for students the peaks of their training. It was dissatisfaction with the general ideology of teaching practice supervision, and our own performance within it, which provided the motivation to engage in the small scale experiment which we describe in subsequent pages. The relationship between theory and practice in traditional supervision, the student’s lesson plan and the lesson itself are subject to critical scrutiny. In relation to classroom management, for example, comments might be made on voice production, timing of delivery, vocabulary, questioning behaviour, the use of silence, movement about the room and strategies for writing on the blackboard. In time, the sharing of vivid evidence of classroom events and interactions helped the students to appreciate the complexity of problems encountered in particular settings.
