Abstract
ABSTRACT Speech pathology clinical education literature states that in order to meet the goals of clinical education, including producing students who are self-directing, self-evaluating learners, supervisory styles need to change over time. The importance of utilizing a variety of supervisory styles has been well documented, and has a major role in influencing student learning outcomes. Despite this, studies carried out in the area consistently suggest that supervisors do not adapt their supervisory style to match students' learning needs. One reason for this lack of change may be the absence of a precise definition of supervisory style. This paper reports the results from a study in which the researchers collaborated with supervisors to develop a consentaneous definition of supervisory style and its component behaviours. This definition was then used by supervisors in a study to analyse and adapt supervisory styles.
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