Quality assurance in clinical supervision: creating relationship-based teacher education in a shifting reality

Purpose – To establish quality assurance frameworks for clinical supervision in teacher education, this study explored how clinical supervisors experienced and made meaning of their evolving roles in current teacher-education programs. Substantial changes in teacher education have had a significant impact on the roles of clinical supervision. The purpose of this study was to understand supervisors’ lived experiences as they navigated professional challenges and uncertainties, focusing specifically on the relationship-building strategies they had developed to manage complex interpersonal dynamics within shifting educational contexts. Design/methodology/approach – Using a personal incident self-reporting tool, eight supervisors who oversaw preservice teachers’ practicum experiences reflected on significant challenges in their work. They revealed strategies for managing complex relationships among themselves as a group and with preservice teachers and mentoring teachers. Findings – Analysis of these narratives revealed three main themes, highlighting the importance of building and maintaining meaningful interpersonal relationships for navigating role uncertainties. Viewed through social space theory, the findings demonstrate how intentional relationship-building and supportive social spaces enabled supervisors to address challenges related to uncertainty. Supervisors demonstrated adaptability by mediating different perspectives, balancing assertive communication with rapport-building, exercising self-awareness and consulting with colleagues. Research limitations/implications – The current study had several limitations inherent to qualitative action research. First, while the participatory nature enabled deep insights into supervisors’ experiences, it also meant that participants were both researchers and subjects, potentially influencing their reflective processes. Second, the study focused on a specific group of preservice teachers supervisors within one teacher education program, meaning the findings represent experiences within this particular educational and cultural context. Third, as with most qualitative studies, the findings represent a snapshot of experiences during a specific period, suggesting that longitudinal research could provide additional insights into how relationship-building strategies develop over time. Practical implications – Teacher-education programs that emphasize the relational aspects of clinical supervision and promote adaptive leadership in times of uncertainty can nurture resilient and effective supervisors who can navigate the changing educational landscape. Thus, designing responsive teacher-education programs can effectively prepare future educators for classroom realities while successfully managing the challenges of change. Social implications – By emphasizing relationship-building as central to effective clinical supervision, this study offers a framework for addressing persistent challenges in teacher preparation and retention. The relationship-based approach promotes adaptive leadership that can help preservice teachers navigate socially complex educational environments, particularly those involving students from diverse backgrounds. When supervisors model relationship-building skills through their interactions with principals, mentor teachers and preservice teachers, they create inclusive educational spaces that foster belonging and professional growth. This approach ultimately contributes to developing educators who are better equipped to build supportive classroom communities and address social inequities in educational settings. Originality/value – The study provides key insights for supporting clinical supervisors in teacher-education programs. Recommendations include structured training in relationship-building and uncertainty management, developing supportive networks for reflection and collective learning and establishing clear protocols for setting professional boundaries.