Abstract
PurposePrevious research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.Design/methodology/approachA syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.FindingsThe results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.Practical implicationsOur results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.Originality/valueWe seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.
Highlights
An essential part of education within such professions as police, teachers and psychologists is vocational training through supervised practices
In Sweden, supervisory training courses are mandatory for professions such as doctor specialists, dentist specialists and police officers, but optional for other professions, such as teachers and psychologists
Through a randomized control trial of a field instructor program, they explored the effects of instructor supervision training on students in the field of social work and compared them with field instructors who did not participate in training
Summary
An essential part of education within such professions as police, teachers and psychologists is vocational training through supervised practices. Such practices are important learning environments for students to gain knowledge and experience related to their future profession and to put theory into practice. Students of trained supervisors showed a more rapid positive change in competencies regarding planning and implementing interventions. One explanation for this development, the authors argued, could be the taught conceptual framework to being able to assess students’ cognitive and behavioral strengths and ways to enhance further development. One explanation for this development, the authors argued, could be the taught conceptual framework to being able to assess students’ cognitive and behavioral strengths and ways to enhance further development. Palesey (2017) concluded that:
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