Explores and examines the theoretical roots of supervisory practice with regard to field experiences in teacher education. Contends that most approaches to supervision are rooted in paradigms reflecting the perspectives of positivism, phenomenology, and critical theory. (MLF)

Summarizes results of a study exploring verbal communication processes of supervisors and teachers involved in teacher development conferences. Highlights supervisors' need for leadership and effective communication skills in observation sessions, so that both inexperienced and self-confident teachers will be encouraged to improve instructional…

This article discusses a supervisory process built on three key concepts: trust, empowerment, and reflective problem solving. For these concepts to become operational, supervision must be restructured and reconceptualized. The "supervision" concept is outmoded and should be supplanted by more collegial and reflective terminology. (53…