| Summary: | Speech pathology clinical education is currently experiencing significant innovation with clinical educators increasingly required to transition to online modalities including telesupervision. This study reports on qualitative interviews conducted with four clinical educators who undertook telesupervision of final year speech-language pathology students during a telepractice stuttering simulated placement. Four themes emerged from the interviews: relationships with and between students; reflexive, collaborative learning; sustainability; and flexibility-enhanced learning opportunities. Successful transition to online supervision was underpinned by an openness to learning, well-developed problem-solving skills, a strong capacity for self-reflection, and peer support. The findings of this research challenge us to consider telesupervision not as supplementary, or "second-best" but rather as an opportunity to increase the quality of clinical education, variety of clinical expertise and experiences, and to increase capacity for student-centred learning. Further, this research demonstrates that telesupervision has potential to address rural and regional access to speech-language pathology education while creating workforce-ready graduates.
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