Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The student in a secondary setting

The student in a secondary setting 1-: rn: STUDFNT ...ItL.A S'E:CONDARY SETTING In thinking about supervising students in a secondary setting it ,seems to ne that we need first to have clearly in mind a statement or what we ,nean by "supervision" in whatever setting. We need to d.efine for ourselves our aLns and ideals and methods of super­ vision before we oonsider so~e of the special factors affecting both student and supervisor, and the supervisory process in a secondary setting. Therefore, I propose briefly to discuss super­ vision in general, then to outline some characteristics of a oecondary' or foreign setting, and sone of the ways in whicn we may try to help our students.' I do not expect JIy thoughts to be new or striking, but I think it is valuable for us all to look at these together, and throu.gh discuseion perhaps to take our think­ ~ng a little further. It is difficult to describe supervision as a particular form of teaching or educating v\ithout first considering what we are teach­ ing the student to do. We are helping him to practice case-work. Casework is a process of helpin{? individuals and families who are in trouble to achieve theirnaxirnum health, happiness and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Social Work Taylor & Francis

The student in a secondary setting

Australian Journal of Social Work , Volume 5 (3): 10 – Sep 1, 1951
Download PDF

The student in a secondary setting

Abstract

1-: rn: STUDFNT ...ItL.A S'E:CONDARY SETTING In thinking about supervising students in a secondary setting it ,seems to ne that we need first to have clearly in mind a statement or what we ,nean by "supervision" in whatever setting. We need to d.efine for ourselves our aLns and ideals and methods of super­ vision before we oonsider so~e of the special factors affecting both student and supervisor, and the supervisory process in a secondary setting. Therefore, I propose...
Loading next page...
 
/lp/taylor-francis/the-student-in-a-secondary-setting-M57Kn0i7RY
Publisher
Taylor & Francis
ISSN
0004-9565
DOI
10.1080/03124075108522461
Publisher site
See Article on Publisher Site

Abstract

1-: rn: STUDFNT ...ItL.A S'E:CONDARY SETTING In thinking about supervising students in a secondary setting it ,seems to ne that we need first to have clearly in mind a statement or what we ,nean by "supervision" in whatever setting. We need to d.efine for ourselves our aLns and ideals and methods of super­ vision before we oonsider so~e of the special factors affecting both student and supervisor, and the supervisory process in a secondary setting. Therefore, I propose briefly to discuss super­ vision in general, then to outline some characteristics of a oecondary' or foreign setting, and sone of the ways in whicn we may try to help our students.' I do not expect JIy thoughts to be new or striking, but I think it is valuable for us all to look at these together, and throu.gh discuseion perhaps to take our think­ ~ng a little further. It is difficult to describe supervision as a particular form of teaching or educating v\ithout first considering what we are teach­ ing the student to do. We are helping him to practice case-work. Casework is a process of helpin{? individuals and families who are in trouble to achieve theirnaxirnum health, happiness and

Journal

Australian Journal of Social Work – Taylor & Francis

Published: Sep 1, 1951

There are no references for this article.