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Clinical Supervision: Technocratic Mindedness, or Emancipatory Learning

Smyth, John (1986) Clinical Supervision: Technocratic Mindedness, or Emancipatory Learning. Journal of Curriculum & Supervision, 1 (4). pp. 331-340.

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Abstract

The author reflects on the disadvantages and potential of clinical educational supervision. He attributes the flaw of traditional forms of supervision to their conceptualization as a delivery of service to those who need it. He points out that clinical supervision is sometimes used as a sinister form of teacher surveillance. He stresses the need to improve clinical supervision in a way that will assist teachers to achieve forms of teaching that contribute to realistic and practical learning for students.

Item Type: Article
Subjects: L Education > L Education (General)
Schools: School of Education and Professional Development
Related URLs:
Depositing User: Elizabeth Boulton
Date Deposited: 08 Apr 2015 15:04
Last Modified: 08 Apr 2015 15:04
URI: http://eprints.hud.ac.uk/id/eprint/24108

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