Doctoral supervision is often portrayed as a process of guiding students toward independence, yet it also constitutes a site of professional learning for supervisors themselves. This study explores supervision as a pedagogical and developmental practice, focusing on how supervisors learn “on the job” while supporting doctoral candidates. Using semi-structured interviews with supervisors across disciplines and career stages, we examined experiences of good and difficult supervision, strategies for adaptation, and perceptions of supervision as an educational activity. Thematic analysis revealed supervision as a dynamic, situated process characterized by reflective practice, mutual learning, and evolving supervisory identities. Supervisors reported that their most significant learning occurred through experience, dialogue, and iterative adjustment rather than formal training. Findings underscore the importance of making supervisory earning explicit, fostering collegial exchange, and balancing guidance with autonomy. These insights have implications for institutional support, suggesting that structured opportunities for reflection and peer dialogue can complement experiential learning and strengthen supervisory pedagogy.
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