Abstract
This paper begins with the assumption that the process of supervising counselors-in-training is analogous to that of supervising student teachers. Although the field components in each field are not comparable in terms of length or context, each is a form of professional apprenticeship during which the generic trainee-supervisor relationship is of crucial importance. Fifteen years ago, a shift occurred in the research on counselor education, as researchers turned their focus to the process of supervising trainees. What emerged is a cohesive body of empirical literature that used a common set of instruments and theoretical models. No comparable research initiative can be found in the field of teacher education. Instead, we have an unwieldy set of studies that span 20 years and are difficult to distill, because of their lack of consistent focus and instrumentation. A collaborative research agenda, described in detail, would enhance our understanding of professional preparation in each of these fields.