Abstract
To understand the 30-year history of clinical supervision (Goldhammer, 1969; Cogan, 1973) as a form of classroom-based face-to-face dialogue between teachers, we need to consider such questions as: How did it come about? How does it differ from other forms of supervision? What does it stand for? How has it become misconstrued through redefinition? What are the essential aspects of clinical supervision theory and practice for today?
Information
Library
Statistics
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
