The professional supervision of new graduates to ensure both their effectiveness with clients and their personal learning and development is a common feature of a range of human services contexts. This study investigated psychology supervisees' perceptions of relationship processes and outcomes in professional supervision. The relationship…

How do doctoral students develop their identities as academics? In this analysis, we explore identity from the perspective of agency--humans as active agents. The analysis was based on the collective data from three earlier studies in different contexts. Embedded in the data were expressions of agency linked to affect--both positive and…

The aim of this article is to discuss how learning opportunities can be organized to promote expansive learning in work practice. The discussion draws on results from a case study examining local development work and conditions that facilitate processes of expansive learning in a work team within a public sector organization in a Swedish…

This study investigated supervisees' perceptions of the learning processes and outcomes of professional supervision. Two hundred and sixty-four psychology graduates involved in the process of professional supervision for registration responded to a mail survey regarding their supervisor's approach to supervision, their own approach to supervision…

Despite the proliferation of taught masters courses, the experiences of masters students in general have received comparatively little attention within the research literature, and the dissertation process in particular has not been investigated extensively. The present article focuses on the findings of detailed interviews with 15 professionals…

There is a current consensus in the literature and policy documents on postgraduate supervision that positions mentoring as the most effective supervision strategy. Authors suggest that this approach to supervision overcomes some of the problematic, hierarchical aspects embedded in supervision as a pedagogical practice. They portray supervision as…

Considers the supervisor's role as facilitator of workplace learning within four adult education traditions: training, self-directed learning/andragogy, leaner-centered humanistic education, and critical pedagogy. Discusses tensions that could arise in implementing each type as well as the necessity to develop and maintain trust. (Contains 40…

Supervisors are often urged by the workplace learning literature to take active roles as facilitators of the learning of their staff. The role that is envisaged is similar to the facilitative role developed in the humanistic traditions of adult education, in which facilitation is supportive but also proactive, challenging and interventionist.…