The purpose of this study is to make an investigation of the qualifications and supervisory practices of a selected number of supervisors in counties, cities, and special subjects, to determine the extent to which they meet recommended practices and procedures in supervision. Attention is directed to the types of supervisors, to training and experience, to planning the supervisory program, to methods of facilitating teacher growth, to methods of improving instruction, and to methods of evaluating instruction.

Magister Artium (Psychology) - MA(Psych) / Literature suggests that novice supervisors are not adequately trained or equipped with the skills required in research supervision or to become productive researchers, and recommend that intervention strategies aimed specifically at enhancing supervision capacity, be prioritized. Primary texts report positive effects on student output and timely completion in a range of intervention strategies aimed at enhancing supervision capacity including supervisor training. However, it is difficult to compare these individual reports without a systematic attempt at filtration in which studies are evaluated for methodological rigour. The aim of this study was to consolidate the body of literature reporting on strategies aimed at enhancing supervision capacity which satisfies a threshold of methodological quality. The present study was a systematic review evaluating published literature from 2003 to 2013 that report on strategies aimed at enhancing supervision capacity. Only full-text, English articles within the UWC library databases were considered for inclusion provided that they report on the specified target group and focus of the study. Identified articles were evaluated on three levels: titles, abstract, and full text. Four instruments were used to facilitate data extraction and quality assessment including a Title summary sheet, abstract summary sheet, critical appraisal tool, and data extraction sheet. Meta-synthesis of included texts was conducted. Ethics: Permission to conduct the study was obtained from the appropriate committees at the University of the Western Cape (Registration number: 14/5/18). The information sources used in this study were all previously published and are in the public domain; therefore no additional permission for access was required. The study formed part of a larger NRF funded parent study. Thus the distinction between collaboration and plagiarism was carefully monitored given the collaboration between the present study and the larger parent study.

Bakgrund: Trotts att handledningen anses vara en vital del av psykoterapeutisk utbildning, är inte utbildning av handledare en självklarhet, och mera forskning behövs kring vad som utgör en bra handledarutbildning. Syfte: Den här undersökningen hade för huvudsyfte att analysera eventuella förändringar i handledarstil hos en handledarkandidat under S:t Lukas utbildningsinstitutets handledarutbildning 2008-2009. Metod: Materialet bestod av transkriberingar av handledarens tre handledningstimmar med den handledde terapeuten från början av handledarutbildningen, och tre från slutet. Med hjälp av grundad teori togs fram kategorier som beskrev handledarstilen ur fyra aspekter: styrning, allians, inlärningsstil, och fokus. Resultat: Jämförelse mellan handledarstilen i början och vid slutet av utbildningen visade på en ökad aktivitet hos handledaren, fr.a. i undersökning och hållandet av fokus på viktiga teman. Tydliggörande minskade. Mot slutet av utbildningen ökade också handledarens tillit på alliansen, som tålde mer brott. Fokus för handledningen var mer på patienten i början av utbildningen, medan mot slutet av utbildningen ökade fokus på terapeuten så att den var lika stor som fokus på patienten. Resultaten diskuteras i relation till litteratur och forskning.