The Content and Nature of Dilemmas Encountered by Student‐Teachers’ Supervisors

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Abstract
The study presents an attempt at revealing the topics and nature of the dilemmas encountered by student‐teachers’ supervisors, as one source of deriving knowledge about the inner world of supervision. Ten student‐teachers supervisors were interviewed in‐depth by the aid of ‘thinking aloud’ technique. The protocolled interviews were content‐analysed. Findings point to the main topics of dilemmas. These concerned curriculum, theory vs. practice emphasis, behavioristic vs. humanistic approaches, feedback and personal values. The styles of reference to dilemmas pertained to underlying attitudes and conceptual levels. Interpretations of findings, specific questions regarding the reflection of professionalism in supervisors’ dilemmas as well as two models for further research are put forward.