Abstract
This paper is a companion to the two previous papers that describe supervision as it is practised in the Netherlands. After having given a comceptual framework and a further elaboration on the learning process in supervision, the authors describe in this third paper the methodical concept "working with a learning-hypothesis in supervision" as a means for the facilitation of the learning process of the supervisee. Terminology is defined by comparing the terms "educational diagnosis" and the "learning hypothesis." The questions that have to be explored in supervision are specified as belonging to three "domains." References to learning theory are being made. And last but not least: the process of supervision is being seen as a process of giving and taking help in learning; given this point of view the authors concentrate on the methodical question, how the supervisor must act to bring this all about.
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