Collaborative autoethnography reveals experiential learning enhances supervisory identity in novice supervisors, indicating its value in education.
This collaborative autoethnography (CAE) examined how experiential andragogy, intentionally integrated into a doctoral internship course, shaped the development of novice supervisors. Grounded in experiential learning theory, we reflect on our experiences of supervision‐of‐supervision and highlight the value of experiential approaches in strengthening supervisory identity and skill development, while bridging the gap between theory to practice. Using a CAE design, we analyzed post‐course reflective journal entries using thematic analysis to identify patterns across our experiences. We identified four interrelated themes: contributing factors, occurrences, outcomes, and synthesis.
No takes yet. Share an insight, caveat, or question.
Litt et al. (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: