This article examines the role of the field education supervisor as it relates to function and process. It is the writer's contention that observed emphases in supervisory paradigms, as these are appropriated in the arena of theological field education, may be largely descriptive of two primary responsibilities: mentoring and coaching. This treatment explores the development of the roles of “mentor” and “coach” as a means to clarify and extend the task of overseeing students in theological field education.
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