Abstract
This qualitative study explored second-year graduate students’ perceptions of clinical supervision practices in Speech-Language Pathology (SLP), focusing on how specific aspects of the supervisory approach were experienced by students as either barriers or facilitators to their learning during clinical practicum experiences. Twenty graduate students from a single SLP program, each with experience in at least seven clinical practica, participated in semi-structured interviews. An inductive thematic analysis approach was used to examine the patterns in the students’ experiences. Two mirrored sets of themes emerged, reflecting the dual importance of relational and pedagogical aspects of supervision. Facilitators included supportive relationships and effective instructional scaffolding, whereas barriers involved strained interpersonal dynamics and instructional shortcomings. Participant responses highlighted varied preferences and revealed the importance of adaptive, individualized supervision strategies. The findings underscore the need for supervision practices that are both pedagogically sound and relationally responsive. These insights contribute to the emerging evidence base for effective SLP supervision and offer practical implications for supervisor training and clinical education program development.
Recommended Citation
Clare, A. J.,
&
Maring, J.
(2026).
Exploring Graduate Students’ Perspectives of Clinical Supervision in Speech-Language Pathology: A Qualitative Study of Facilitators and Barriers.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1463
