Article Title
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.
DOI
https://doi.org/10.30707/TLCSD6.1.1649037808.69211
Recommended Citation
Rehfeld, David M.; Padgett, R. Noah; and Rainer, Deborah
(2022)
"Developmental Changes in Graduate Student Supervisory Needs and Expectations: A Longitudinal Investigation,"
Teaching and Learning in Communication Sciences & Disorders: Vol. 6:
Iss.
1, Article 2.
DOI: https://doi.org/10.30707/TLCSD6.1.1649037808.69211
Available at:
https://ir.library.illinoisstate.edu/tlcsd/vol6/iss1/2
