Patchwork Pedagogy: a case study of supervisors' emphasis on pedagogy in post‐lesson conferences

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Abstract
An action‐research approach was adopted in an effort to heighten supervisors' focus on pedagogy by encouraging them to become involved with students in passages of joint teaching. Whilst supervisors were largely successful in assuming a more collaborative role and post‐lesson student‐supervisor conferences revealed an increase in pedagogical content, this content was not covered in any systematic way. Supervisors were severely constrained by the lack of a clear framework for the development of students' pedagogic skills. Their efforts to focus on pedagogy were further hampered by the difficulties of presenting students with valid critical information in an emotionally charged situation.

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