The paper presented here is a sequel of the paper presented in ECER 97. Last year, I presented the results emerging from a multiple-case study research, focusing on the characterization of the interaction between teachers and supervisors (during inservice teacher supervision at junior and high schools). Six case studies (3*2) were conducted, comparing the interaction developed in an expert defined model of supervision, and the interaction developed in a general model of supervision. Four main categories pointed out the differences: A. The type of discourse developed in each set. B. The teachers beliefs about knowledge as expressed during the interaction. C. The teachers beliefs about pupils skills and faculties. D. The practical outcomes of the sessions. This year, I present this micro-system to show how it reflects macro-processes in macro-systems. This will be done by means of a gaze into the micro (the case studies), to understand the macro (social processes of epistemological reproduction). Finally, conclusions for further work both in theory and practice will be shared with the audience.