ABSTRACT
The logic of the discussion so far leads to a conception of supervision as a form of teaching: and, I suggest, if consistent, to a commitment by supervisors to the same pedagogy as that they seek to teach their students. Thus the discussion of some of the key teaching skills in the previous chapter relates importantly to supervisors’ own activities. In fact it is reasonable to take the view alluded to earlier, of supervision as being one of a universe of specific exemplifications of teaching in general. Each specific exemplification has its own idiosyncratic elements that distinguish it from others, but all are embraced by the same general pedagogical principles. It should, therefore, be possible for supervisors in the process of helping students to learn to teach to discuss their, the supervisors’, own procedures to illuminate the procedures the students are striving to grasp.
