Abstract
This article examines student supervision in social work education using a qualitative multi-case study design. The voices of current and past students at three unique, heterogeneous and diverse field instruction sites in developing South Africa highlight perceptions of varied supervision models, supervisory practices and students’ coping mechanisms when faced with supervision challenges. Insights are provided into challenges experienced by final year students when faced with alleged unethical and unprofessional supervisory practices. This article contributes to debates on the quality, nature, models and styles of supervision, and provides unique insight into student learning styles and coping mechanisms.
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