This entry covers support and supervision for Alexander Technique teachers, i.e. after graduation.
Some teacher training courses have a kind of informal support by allowing and encouraging qualified teachers to visit regularly. Some courses offer (or offered) a paid post-graduate teaching term for newly qualified teachers as a way of supporting them into their new teaching practice. There are no writings on such arrangements.
Many teachers obtain support by some form of continued professional development: having lessons, by exchanging work with other teachers, by reading on the Technique and related subjects, and by attending congresses, conferences, and workshops on the Technique. There are no reports or research on how well these activities work as support.
‘Supervision for Alexander teachers’ by Brigitta Mowat argues for supervision for Alexander Technique teachers, in particular in three areas: professional monitoring and management of the teaching practice; extending professional practice, including in-depth hands-on work; supporting the teacher.
‘Giving support: A summary of the work of a woman’s group in Zurich’ by Robin Mockli; on a support group for Alexander teachers, initially four members, later seven members, meeting first every two weeks, then monthly, and some of the issues they discussed.
‘The means–whereby of excellence’ by Brooke Lieb; on support during training and after training, how to find the most effective learning support for your own continued growth.
‘Thoughts on being an Alexander teacher’ by Daska Hatton; on balancing the many different demands in a teaching situation.