The central place of prejudice in the supervision of student teachers

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Abstract
This paper addresses itself to the thorny question of validity in the appraisal of student teachers by their supervisors. The new light thrown by educational research in recent decades on the process of teaching and learning is considered but it is also noted that this research has failed to establish agreement on what constitutes good teaching. The paper argues that disagreement on this question persists because people's perceptions of education and of teaching are almost invariably bound up with their own ideologies or undisclosed prejudices. An attempt is then made, by concentrating on the form of the educational enterprise, to free our understanding of education and teaching from ideological influences. It is proposed that prejudgement of one kind or another has an ineradicable place in human understanding and judgement. Hence a positive role for a non‐partisan ‘prejudice’ is suggested with a view to helping us to identify good teaching and providing us with a valid basis for its evaluation.

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