IJSP Number 6, 2024

13 liminality on the way to defining a supervisor identity. 4.2. WORLDVIEW Specific areas potentially affected are: (a) assumptions, beliefs, values, and expectations about supervision; (b) ways of interpreting the supervision experience; (c) more comprehensive or complex view about supervision; and (d) new awareness and understandings about supervision (after Hoggan; [14, 15]). These changes refer to “instances wherein [supervisor] learners experience a significant shift in their understanding of the [supervision] world and how it works” [15, p. 69). A world-of-supervision schema evolves. Developing supervisors, by such means as supervision practice, their own supervision self- reflection, supervision of supervision, and peer supervision feedback/support, expand their supervision vision. Supervisor meaning perspective or frame of reference changes [cf. [8, 9, 10], a more comprehensive view about supervision emerges, and other Worldview defining areas (e.g., new ways of understanding; cf. [14, 15]) are impacted. The world of supervision is envisioned anew. 4.3 EPISTEMOLOGY Specific areas potentially affected are: (a) becoming more discriminating in supervision/as supervisor; (b) utilizing extra-rational ways of knowing; (c) becoming more open (eg. in providing and receiving supervision); (d) shifts in ways of thinking about supervision; (e) becoming autonomous; and (f) developing more complex thinking about supervision and one’s supervision role (after Hoggan; [14, 15]). Epistemological change involves the developing supervisor adopting a new and transformed way of knowing in day-to-day functioning (after Hoggan; [14, 15]), coming to think more completely and complexly about supervision. Developing supervisors understanding of supervision builds, their knowledge expands, pattern recognition heightens, and analytical examination deepens [cf. 48]; they become increasingly intellectually autonomous, open, and discriminating in thought and open to extra-rational ways of knowing. A shift in supervision knowledge perspective occurs. 4.4 ONTOLOGY Specific areas potentially affected are: (a) affective experience of supervision/oneself as supervisor; (b) ways of being during supervision; and (c) supervisor attributes ([after Hoggan; 14, 15]). Ontological change involves the way in which the developing supervisor exists in the supervision world, way of being in the supervision situation [after Hoggan; 14, 15]. As with developing a therapist identity, developing a supervisor identity can also be a highly charged