Abstract
This case study describes the progressive development of a beginning teacher over a three-month period and illustrates three vital aspects of the clinical supervisory process: the nature of respect for and development of the teacher's autonomy; the use of evidence in the supervisory process; and the way in which the process depends on context and historical continuity. The study provides an instance of clinical supervision which can serve as a focus for discussion about supervisory strategy, structure, and philosophy.
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Schedule a callMore From: Canadian Journal of Education / Revue canadienne de l'éducation
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