Abstract
Supervision of graduate students in the field of speech-language pathology during their pre-service training is critical to their professional development. The present study followed a cohort of graduate students (N=31) over the course of their clinical training to track changes in their self-reported needs and expectations regarding clinical supervision practices. Over the course of one year, graduate students’ self-reported supervisory needs and expectations decreased significantly with the exception of those variables associated with supervisor-controlled behaviors such as serving as a teacher rather than a colleague. Implications for incorporating supervisee perceptions into effective supervision practices and directions for future research are discussed.
Recommended Citation
Rehfeld, D. M.,
Padgett, R. N.,
&
Rainer, D.
(2022).
Developmental Changes in Graduate Student Supervisory Needs and Expectations: A Longitudinal Investigation.
Teaching and Learning in Communication Sciences & Disorders, 6(1).
DOI: https://doi.org/10.30707/TLCSD6.1.1649037808.69211
