Formal training in supervision is rarely included in standard teacher education curriculum. As a result, most supervisors do not receive structured preparation for this role. Consequently, many people draw from their personal experiences as former students, frequently modelling their supervisory approach after how they were supervised. Hence, every supervisor creates a unique and frequently informal model of supervision that is influenced by personal beliefs, prior experiences, and environmental circumstances (Roberts & Seaman (2018), Qureshi & Vazir (2016)). Supervision can be understood as a form of pedagogy - a reflective process that supports student learning and development beyond traditional instruction. It is far more than an administrative or evaluative task; serves as a crucial educational role in supporting students as they navigate the intellectual, emotional, and interpersonal challenges of their academic experience. Viewing supervision as pedagogy highlights its role in shaping empowered learners within growth-oriented educational settings.

The dimensions (Lee, A., & Green, B. (2009)) include:

• Constructivist/Social Constructivist
• Relational/Holistic
• Social/Communities of Practice

The pedagogical skills

Burns, R. W., & Badiali, B. (2016) have identified key pedagogical skills in clinical supersion. However, these skills might be required for every supervisor as it helps to achieve effective supervion.

The key pedagogial skills include:

1. Noticing: This is the ability to distinguish certain incidents from others in practice, i.e. identifying a critical incident. When noticed, supervisors can share it either verbally or in writing.
   • Physical marking
   • Mental marking
   • Disclosure
2. Ignoring: This skill involves the intentional selection of inaction regarding a critical incident that was noticed. It is the deliberate choice not to act despite knowing something is occurring
3. Intervening: This is taking action as a result of a critical incident. It typically involves stepping in to support the teacher candidate or the students during instruction.
4. Pointing: This makes the critical incident and the supervisor's perspective visible to the other person either physically or verbally.
5. Unpacking: This skill breaks down a complex critical incident into simpler components, involving reflectivity to help the novice make meaning from the experience.
   • Supervisor-centered unpacking
   • Supervisor-facilitated unpacking
6. Processing: This involves reflecting on the critical incident through conversation with the novice to understand it and decide upon next steps.
   • Supervisor-centered processing
   • Supervisor-facilitated processing