Abstract
Within educational psychology, as in other professions, there is a pervasive view of supervision as a one‐way learning process, with knowledge and skills being passed from supervisor to supervisee in a linear fashion. It is proposed that we need to shift our perspective in order to acknowledge the rich learning opportunities for both participants involved. This view is illustrated by an analysis of the author's own learning gains while supervising an Educational Psychologist in Training. It is suggested that viewing supervision as a reciprocal learning process has potential benefits for supervisors, supervisees and the profession as a whole.
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