Professional learning in clinical supervision: highlighting knowledge work

Abstract

Purpose Clinical supervision is a crucial workplace practice for professional learning and development. Research is needed to investigate in detail what happens in supervision to understand how this practice contributes to learning. This paper aims to examine how professionals work with knowledge and navigate epistemic challenges in working with problems of practice. Design/methodology/approach Three pairs of psychologists audio-recorded five consecutive supervision sessions and were interviewed twice during that time. Analysis considered supervision as a site of emergent learning, focusing on what was discussed and how problems were worked on, whether as epistemic objects (open-ended, aimed at generating new insights) or by using an approach to knowledge objects that focused more directly on what to do next. Findings One pair consistently adopted an epistemic object approach, while another was consistently more action-oriented, focused on knowledge objects. The third pair used both approaches, sometimes expanding the object with a view to gaining insight and understanding, while at other times focusing on next steps and future action. Originality/value To the best of the authors’ knowledge, this study is the first to study clinical supervision in terms of how knowledge work is done. Foregrounding the epistemic dimensions of supervision, it reveals previously unexplored but consequential differences in how knowledge is worked with and produced as supervisory pairs discuss complex issues of practice.

School heads’ clinical supervision practices and emerging teacher emotions in Tanzania secondary schools

“…To open up the discussions [ 42 ] writes: “clinical supervision if practised effectively, can have a profound impact on teachers’ professional growth as well as the development of supervision skills in school principals” (p.68). In line with [ 42 ] views, [ 43 ] add that proper clinical supervision practices at workplaces improve the quality of the teaching profession. Because clinical supervision is positioned to enhance teachers’ instructional knowledge and skills [ 43 , 44 , 45 , 46 ].…”

“…In line with [ 42 ] views, [ 43 ] add that proper clinical supervision practices at workplaces improve the quality of the teaching profession. Because clinical supervision is positioned to enhance teachers’ instructional knowledge and skills [ 43 , 44 , 45 , 46 ]. To empower these views, [ 35 ] have taken a further step ahead; in clinical supervision, school heads could be observed in teachers’ teaching practices and teachers’ struggling for searching new teaching and learning innovations.…”

Measure for clinical supervision practices as factors of predictive indicators of teachers’ professional identity development in Tanzania

“…The clinical supervision approach is gaining popularity in supervising teachers' professional activities [ [1] , [2] , [3] , [4] ], such as the preparation of teaching and learning professional documents such as schemes of work and lesson plans [ [5] , [6] , [7] , [8] ] and pedagogy practices [ 7 , [9] , [10] , [11] ]. It intends to improve teachers' teaching and learning practices [ 10 , 12 ] on the high demand of so doing [ 13 , 14 ].…”

School Heads’ Post Observation Practices in Tanzania: Feedback Implications for Teachers

“…This means that clinical supervision benefits both teachers and school heads as teaching and supervision are concerned. According to Gottschalk and Hopwood (2022), clinical supervision is teachers' professional development model of supervision. Its main interests are positioned at improving teachers' instructional knowledge and skills (Bachtiar et al, 2019;Gottschalk & Hopwood, 2022;Mette & Riegel, 2018;Paker, 1995).…”

“…According to Gottschalk and Hopwood (2022), clinical supervision is teachers' professional development model of supervision. Its main interests are positioned at improving teachers' instructional knowledge and skills (Bachtiar et al, 2019;Gottschalk & Hopwood, 2022;Mette & Riegel, 2018;Paker, 1995). Mette and Riegel (2018) confirm that teachers improve teaching profession practices as a result of clinical supervision practices.…”