Supervision Models
Different models of supervision may best suit a particular setting or particular students. Webber (1998) describes four models of supervision:
- Student centred - problem based
Student describes difficulties. Learning arises from problems. Factors around difficulties examined and partially clarified. Student's insight into their own behaviour and reactions is meant to provide learning. - Student centred - situation based
Student describes difficulties and successes. Learning arises from discussion about why some courses of action worked while others did not, and why a course of action did not work in all circumstances. - Student detached - social issues based
Students learn from a social problem, e.g. drugs. Student examines complex documents and tries to understand complex situations to find out where the problem lies. - Student detached - knowledge and skill based
Students want to increase their knowledge while staying detached about their own performance, attitudes and beliefs etc.; learning skills is not just about practice. It is about understanding the setting and when to use certain approaches rather than others; the supervisor needs to communicate well and to help students to separate skill from feelings.
Those involved in supervision should ask:
- What model of supervision do you prefer?
- What model of supervision do you think is most appropriate to a certain practicum?
- What model does the University prefer?
- Who should decide on which supervision model should be used:
- University staff collectively?
- The individual supervisor?
- The student?
- Should the model be negotiated between the student and supervisor?
- Is there a better and/or different model?
- When would you want to use it?
adapted from Webber, R. 1998, 'Models of Best Practice in Field Education: Student Initiatives and Innovative Projects', Seminar 2, September 23, Flinders University of South Australia.
