Teaching Practice Supervision Research Articles

Is Face-to-Face Scrambled Teaching Practice Supervision Effective Amidst Natural Disasters and Pandemics? The Teaching Practice Students’ Perspectives

With the United Nations’ Sustainable Development Goals in place, the quality of teacher education is a global concern. With so much talent mobility and brain circulation, any migration of low-quality educators from one region will affect the quality of education in the destination part of the global village. The study examined how the interplay in the aftermath of the cyclones, COVID-19, supervisors’ quality, and student characteristics impacted student-teachers' experiences during the scrambled teaching practice supervision model. Thematic and content analyses of data from document analysis and semi-structured interviews from purposefully sampled Southern Africa Development Community countries revealed that relying on physical teaching practice supervision negatively impacts assessment, especially when even non-specialists are involved in the supervision. Educators’ inadequate pedagogical content knowledge, space effect, and multiple exposures to assessment compromise teacher education amidst pandemics and natural disasters. The study recommends migration to computer-based online supervision strategies as a mitigation strategy. Recommendations for an educational policy, practicum, and architectural adaption are discussed.

Enhancing Mathematics Teaching Practice Supervision in an Open Distance E-Learning Context: Challenges and Successes with 4IR

Enhancing Mathematics Teaching Practice Supervision in an Open Distance E-Learning Context: Challenges and Successes with 4IR

Effectiveness of Teaching Practice Supervision as Perceived by Student-Teachers in Ilorin Metropolis, Nigeria

Teaching practice is central to achieving the goals of teacher education. It provides student-teachers needed experience in real teaching and learning environment. This study examined student-teachers perception of the effectiveness of teaching practice supervision. The quantitative descriptive method was employed to conduct the study. Random sampling technique was employed to sample 150 student-teachers at the 400 level of a university in the metropolis. A researchers-designed questionnaire titled “Student-teachers’ Perception of the Effectiveness of Teaching Practice Supervision Questionnaire (STPETPSQ)” was used for data collection, with descriptive and inferential statistics used for data analysis. Findings revealed that the majority of the student-teachers perceived teaching practice supervision as effective for improving students’ teaching knowledge and skills. There was no significant difference was established in the perception of student-teachers on the basis of departments. It was recommended that teaching practice supervision should be improved upon to assist student-teachers to adopt appropriate and varied teaching methods.

A Changing World and a Changing Teaching Practice Model for Zimbabwe in a Post Covid-19 Context

The advent of Covid-19 in March 2020 and its declaration by WHO as a global pandemic led to a closure of schools which, in turn, affected the Teaching Practice (TP) component of the 3-3-3 teacher education model. This research sets out to establish alternative TP models when face to face interaction is impossible. In doing so, the study analyses Zimbabwean teacher education TP policy with regard to how it might remain relevant in the post Covid-19 context without compromising its quality. The study was carried out at a teachers’ college in the Midlands Province. It utilises online focus group discussion, interviews, and document analysis to generate data. Through the lens of content and discourse analysis, the study unpacks the professional arguments presented by college lecturers who forged onwards and redirected teacher education in the post Covid-19 context. It emerges that a TP model which accommodates supervision and assessment based on video recorded lessons is a good alternative to traditional face to face supervision. College lecturers certainly regard the TP component of teacher education as crucial and, therefore, not simply to be left in the hands of school-based supervisors. Furthermore, online supervision and assessment is possible regardless of internet access challenges. The study recommends that colleges utilise both traditional and online based supervision where applicable. Student teachers are encouraged to video record lessons during the periods they have learners, so that the video recorded lessons could be used for their supervision and assessment when learners are unavailable. Further studies could consider the feasibility of a larger scale online TP supervision model.

An Explanatory Sequential Approach to Conflicting Views Among Supervisors During Off – Campus Teaching Practice Supervision at The University of Cape Coast

This research investigated the conflicting views amongst supervisors during the teaching practicum supervision on the field experience (Off -Campus) at the University of Cape Coast. The researchers employed the pragmatist philosophy towards research which employed the sequential explanatory mixed method design. Multi-stage and the proportionate stratified sampling technique were used to select respondents for the study. Questionnaire were the main instrument for gathering quantitative responses. However, focus group discussion guide, interview and content analysis were used to gather both qualitative data for the study. The quantitative results were presented through descriptive and inferential statistics, using tables, percentages, frequencies as well means and standard deviations. The qualitative analysis was in the form of narratives and thematic analysis. The study revealed that the remarks given by supervisors have tremendous impacts on the teaching of student-teachers. The study further established that, the student-teachers careless about the remarks made by supervisors thereby rejecting especially the negative remarks of the supervisors and others also challenged the comments of supervisors when they felt what they have done was right. The result of the hypothesis revealed that there is no statistically significant difference in the reactions of student-teachers towards the remarks of supervisors in terms of gender. Keywords: Teaching Practice, Supervision, conflicts, Teaching Methods, Teaching Goals, On & Off Campus, Field Experience, Student Teaching, Bachelor of Education DOI: 10.7176/JEP/13-9-04 Publication date: March 31 st 2022

Extent of the use of clinical supervision model for teaching practice supervision in Imo State University, Owerri

The seeming decline in the quality of teachers in Nigeria necessitated this study. The study adopted the descriptive survey research design. Four research questions guided the study while three hypotheses were tested at 0.05 level of significance. The population of the study comprised 323 respondents made up of 240 final students and 83 lecturers in the seven Departments of the faculty of Education Imo State University, Owerri. The entire population was used for the study. A researcher developed questionnaire was the instrument used for data collection. The instrument was validated by three experts. The Cronbach’s alpha method was used to determine the internal consistency of the items and it yielded a reliability coefficient of 0.74. The researchers with the help of four research assistants distributed and successfully collected 298 copies of the questionnaire administered. The research questions were answered using the mean, while the hypotheses were tested using z-test at 0.05 level of significance. It was found among others that pre-observational techniques were used to a very low extent t in Imo state university Owerri for teaching practice supervision. Based on the findings of the study, it was recommended among others that conference, workshops and seminars should be organized for lecturers at Imo State University where various techniques of clinical supervision will be exposed to them towards ensuring qualitative teaching practice supervision.

Pre-service Teachers' Experiences of Dialogical and Reflective Supervision through Digital Technology

In this article, we review teaching practice supervision methods using Microsoft Teams as a digital, dialogic, and reflective tool in the supervision of the pre-service teachers’ teaching practicum. We applied qualitative thematic analysis to data from conversations and supervision discussions between 40 pre-service teachers and their supervisor on the Microsoft Teams chat channel to investigate pre-service teachers’ experiences of teaching-practice supervision through digital platforms. The dialogical, digital, deep (DDD) pedagogical framework guided the analysis of the data. We found Microsoft Teams enhanced pre-service teachers’ written dialogue, increased peer support, and enabled and deepened collective group dialogue, leading to increased understanding of teaching and learning through analyzing, interpreting, evaluating, producing, and creating knowledge.

EXTENT OF THE USE OF CLINICAL SUPERVISION MODEL FOR TEACHING PRACTICE SUPERVISION IN IMO STATE UNIVERSITY, OWERRI

The seeming decline in the quality of teachers in Nigeria necessitated this study. The study adopted the descriptive survey research design. Four research questions guided the study while three hypotheses were tested at 0.05 level of significance. The population of the study comprised 323 respondents made up of 240 final students and 83 lecturers in the seven Departments of the faculty of Education Imo State University, Owerri. The entire population was used for the study. A researcher developed questionnaire was the instrument used for data collection. The instrument was validated by three experts. The Cronbach’s alpha method was used to determine the internal consistency of the items and it yielded a reliability coefficient of 0.74. The researchers with the help of four research assistants distributed and successfully collected 298 copies of the questionnaire administered. The research questions were answered using the mean, while the hypotheses were tested using z-test at 0.05 level of significance. It was found among others that pre-observational techniques were used to a very low extent t in Imo state university Owerri for teaching practice supervision. Based on the findings of the study, it was recommended among others that conference, workshops and seminars should be organized for lecturers at Imo State University where various techniques of clinical supervision will be exposed to them towards ensuring qualitative teaching practice supervision.

Experiences of Cooperating Teachers on Teaching Practice Supervision in Eswatini, Swaziland

Cooperating teachers (CTs) are key participants in ensuring a valuable experience for the student teacher (ST) during teaching practice. Surprisingly, their voices largely remain absent in the extant literature. Thus, the purpose of the study was to investigate the experiences of CTs during teaching practice supervision in Eswatini. A descriptive research design using a census of 46 CTs for student teachers (STs) who did teaching practice in the 2015/16 academic year of the University of Eswatini in the Department of Agricultural Education was used. A self-administered questionnaire was used for collecting data. A five-point numerical scale and six-point Likert-type rating scale were used to measure the variables. Three lecturers from the Department of Agricultural Education and Extension and two agriculture teachers established content and face validity for the questionnaire. Inter-item reliability from a pilot study was .78. Findings of the study revealed that CTs were supported by the University through the supervisors and Teaching Practice Handbook. The CTs noted that establishing rapport with the STs was essential and head teachers needed to visit the STs in the respective classes they teach. STs were good in developing, organizing and using instructional materials but had challenges in disciplining learners. The study recommended that CTs should be provided with trainings and incentives so that they can effectively discharge their duties during teaching practice. Keywords: cooperating teachers; in-service teachers; student teachers; teaching practice; teaching practicum

Conflicting Views among Supervisors during Off –Campus Teaching Practice Supervision at the University of Cape Coast, Ghana

This research examined conflicting views among supervisors during the Off-Campus teaching practice supervision at the University of Cape Coast. Sequential explanatory mixed method design was employed for the study and the multi-stage sampling technique and the proportionate stratified sampling technique was used to select respondents for the study. Questionnaires, focus group discussion guide, interview and document analysis guide were used to gather both qualitative and quantitative data for the study. The results were presented using tables, percentages, frequencies as well means and standard deviations. The areas of conflicting views among supervisors revealed by the study are; lesson note format, statement of lesson objectives , the way of displaying teaching and learning resources, chalk board summary, the classroom position of the teacher and finally the closure of the lesson. It was further revealed that the years of experience, the content knowledge of the supervisor and the supervisors’ own perception of teaching are some of the factors influencing supervisors’ remarks. Based on the findings, it was recommended that the Teaching Practice Unit should come out with one accepted way of dealing with the areas where there are conflicting views and such method should be emphasized during micro teaching.

Challenges and Prospects for Teaching Practice in the Zimbabwe Open University: Learning from Experiences in the First Semester 2016 Teaching Practice Supervision Exercise in Masvingo, Bulawayo, Matabeleland North and Matabeleland South

In this qualitative study, we examine the experiences of the Zimbabwe Open University Post-Graduate Diploma in Education (ZOU PGDE) in-service student teachers, their academic supervisors and host schools supervisors in Masvingo, Bulawayo, Matabeleland North and Matabeleland South provinces. The major aim of the study is to establish challenges and prospects for the teaching practice programme to map up the way forward for teaching professionalization through distance and open learning in Zimbabwe. Teaching practice simply repre­sents the range of experiences to which student teachers are exposed when they work in classrooms and schools. All over the world, teaching practice has been made an integral part of teacher training as it gives student teachers hands on experience in the actual teaching and learning environment. Guided by this background knowledge and Adult Learning theories, we explore the experiences of Intake 14 Masvingo Region ZOU PGDE student teachers through primary observations, teaching practice supervision reports and impressions of academic supervisors from the January – March 2016 teaching practice supervision session. The paper reaffirms Marais and Meier’s (2004) observation that teaching practice is a challenging but important part of teacher training. We established that in the current Zimbabwe Open University context, teaching practice effectiveness could easily be diminished or eroded by a range of challenges. Some of such challenges include geographical distance, uneven levels of supervisors and mentors expertise, a wide-ranging lack of resources as well as a lack of discipline among a wide cross-section of learners and educators. Keywords: Teaching practice, mentor, challenges, prospects, experiences, supervision, student teacher, professional development. DOI : 10.7176/JEP/10-7-09 Publication date :March 31 st 2019

Implications of Academic Staff Participation in Teaching Practice on the Quality of Bachelor of Education Program in Selected Public Universities in Kenya

One of the major determinants of quality education in the Bachelor of Education program is the Teaching Practice component. Globally teaching practice is a mandatory undertaking, at both universities and tertiary teacher training colleges. Various universities adopt different modes of teaching practice especially with regards to its supervision. The exercise of teaching practice supervision is often faced by a number of challenges, for example, inadequate staffing which means that teacher trainees may not be adequately supervised. As such, this study aimed at establishing the implications of academic staff participation in teaching practice on the quality of B.Ed program. Hence, this study sought to answer the research question: how does academic staff participation in teaching practice influence the quality of Bachelor of Education program in public universities in Kenya? The study employed a descriptive survey research design. The scope of the study was the University of Nairobi and Kenyatta University. The target population of the study comprised 12,342 respondents, where 30 percent of them (433) were sampled. Moi University was used for piloting, after which instruments were modified to ensure highest validity and reliability. The research instruments used in the study comprised questionnaires, interview guide and document analysis schedule. Data collected was analyzed using SPSS. The study findings were presented by the use of frequency tables. The study established that, other than the normal teaching load, academic staff were also tasked with the duty of supervising students while in teaching practice. The study established that on average each lecturer was to supervise at least 20-25 supervision over a two weeks period. In fact, some supervisors devised their own mechanisms of handling a large number of students in teaching practice, for instance, some of them would assemble students in a common hall, mostly away from their stations of practice. Such mechanisms can only be inappropriate as far as quality of assessment is concerned. The challenges surrounding participation of Bachelor of Education academic staff in teaching practice, such as a large number of students, remoteness of some stations as well as inadequate facilitation of academic staff makes it difficult for them to ensure quality experience is gained by students in teaching practice, and as such, this study concludes that teaching practice has not modeled B.Ed. students as expected by CUE. The study recommends Commission for University Education to come up with standard guidelines, which defines the kind of teaching practice Bachelor of Education students should be subjected into, the qualification of academic staff expected to conduct the preparation and assessment as well as the nature of the schools where students can undertake the teaching practice. In so doing, they will compel all the universities offering the degree to ensure quality standards are adhered to at all times. The study further recommends the university management to incorporate the model of mentor supervisors and regulate their recruitment, incentives and reporting in order to reduce the burden of B.Ed Academic Staff participation in teaching practice.

Mentees Perception on the Nature of Teaching Practice and Supervision at the Colleges of Education in Ghana

The purpose of the study is to find out the nature of teaching practice supervision and the mentees perception on the roles of the supervisors in teaching practice.The descriptive survey design was used for the study. The target population used for the study consisted of all 2017 third year students (mentees) of Colleges of Education in Ghana while the accessible population consisted of 2017 third year mentees from Akrokerri College of Education. Simple random sampling was used to select a sample of 153 for the study. The instrument used was questionnaire. It was found out that pre-observation was partially done. Few supervisors sit in to observe a full lesson during the observation stage. Majority of the respondents were of the view that during the post-observation conference, discussions are held during which set targets are reviewed and supervisors provide guidance and suggestions for improvement. Majority of the respondents are also not given the chance to make comments on their performance. Again, majority of the supervisors – mentors, lead mentors and link tutors do perform their roles as stipulated in the In-In-Out Policy Document. These include vetting of lesson notes, provision of professional growth and guidance and working in collaboration among others. Few mentors, however, assume that the vetting of lesson notes by lead mentors were not enough. It was recommended that teachers must be made to do full pre-observation and sit throughout the lesson to supervise the mentees.

The Adequacy of the Teaching Practice Supervision observation instruments for the Post Graduate Diploma Students of Zimbabwe Open University (ZOU): A case study of Midlands Region ZOU

The purpose of the study was to establish the adequacy of the Teaching Practice observation instruments for the Post Graduate Diploma (PGDE) of the ZOU. The instrument was studied in terms of how it addressed before lesson delivery activities, during lesson activities, after lesson activities and personal dimensions. The sample consisted of 16 supervisors and 19 student teachers conveniently sampled. A qualitative research methodology was adopted. The study established that the instruments generally had most issues but mark allocation needed separation, the instruments, could not be attended to objectively in the single lesson of supervision. It was recommended marks should be debunched, a variety of instruments attending to certain areas be used and the supervision time to be increased .

MOKYKLA, MOKYTOJAS IR RENGIMASIS MOKYTOJAUTI BŪSIMŲ PRADINIŲ KLASIŲ MOKYTOJŲ AKIMIS [SCHOOL, TEACHER AND TEACHER TRAINING FROM THE PERSPECTIVE OF FUTURE PRIMARY TEACHERS

Students of the study programme of Primary Education experience what it means to be a teacher as early as first years of their studies. Their practical pedagogical studies (30 credits) consist of a 3-part teaching practice: Practice of Teacher Assistant; Teaching Practice under Supervision of Mentor and Independent Teaching Practice. The article discusses Teaching Practice under Supervision of Mentor-1, which was completed by the students in Semester 5. During their teaching practice the students observe lessons delivered by teachers and analyse them, teach lessons themselves, participate in activities of non-formal educational activities, familiarise with the school and its traditions, learn about support to school learners provided by the specialists working in the school and help school learners facing learning difficulties. The article presents the case of Vilnius Pranas Mašiotas Primary School, where 5 third year students of the study programme of Primary Education had their teaching practice. The analysis of practice diaries allows to reveal how teachers to be evaluate an educational institution and people working there, what they think about their own competency, personal development, how they obtain practical experience and what challenges they face during their teaching practice. Key words: pedagogical studies, pedagogical internship, primary education.

Teacher Educators’ Views of Student Learning and Experiences Offered to Support Learning

The objective of my study was to find out teacher educators’ views of student teachers in developing nations using Zimbabwe as a case, what they learn and changes that occur. The study was interpretive in nature and used qualitative research methodology. Research participants were teacher educators who had left their countries to either study or live in diaspora after the beginning of the new millennium. Data was collected using face-to-face, telephone and e-mail interviewing with participants. Data collected using 1 telephone and 2 e-mail interviews are presented. Qualitative data analysis was used where second generation activity theory was used to define a priori codes. The initial codes were refined and more codes emerging form the data added to create a final template to interpret the findings. Data analysis revealed 6 themes namely: history and background of student teachers; perceived professional identities; interplay between theory and practice; ‘mediating’ tools; contradictions; changes in professional knowledge and skills; and improving current practices in teacher education. Teacher educators and their students chose teaching because some had failed to meet the grade to pursue careers of interest, and others thought this would enable them to eventually negotiate their way into areas of interest. Another finding was that student teachers tend to assume different identities: student, teacher, expert and parent. Student teachers participated in various learning activities namely; lectures, tutorials, micro-teaching, observation, live teaching, mentoring and teaching practice supervision. They valued learning subject matter most and tended to identify themselves with subject specialism. The study revealed that the dormant interplay between theory and practice is the applicative notion and student teachers tend to see theory as divorced from practice. Participants described professional growth in student teachers in terms of learning of secondary school students, critical reflection, and professionalism. The study concluded that while participants seem to be agreed that learning to teach occurs in different settings there was no mention of deliberate efforts to use the practices, objects and tools to enhance expansive learning.

Use of Orientation Exercise towards Effective Teaching-Practice Supervision in Teacher Education Programmed

Supervision of the student teachers is essential during the teaching practice exercise; however the way or manner that some of the newly employed lecturers handle it tend to discourage the student teachers. This suggests that these categories of teachers needed an orientation exercise/seminar to put them through in their assessment and supervision. This paper therefore highlight the objective of Teaching practice (TP), functions/roles of supervisors, stages of supervision and recommendations are made towards ensuring an itch free and effective teaching practice supervision.

Challenges Experienced by Teaching Practice Supervisors in an Open and Distance Learning Environment

The teaching practice programme plays a vital role in effective preparation of student teachers in teacher education institutions including the University of South Africa (UNISA). This article examines the way teaching practice supervision is conducted at UNISA, particularly focusing on the challenges experienced by supervisors in ensuring effective support to students. The article discusses the concept of supervision and the supervision process, roles and responsibilities of supervisors as well as teaching practice for professional growth. Challenges identified include students’ level of preparedness, school placement, school based mentors who are not trained to support and guide students, as well as lack of orientation programs for teaching practice. It concludes that emphasis must be on quality assurance in the supervision of teaching practice programme, to ensure that students are well prepared for the world of work. DOI: 10.5901/mjss.2014.v5n15p409

Exploring Student Teachers’ Experiences of the Concept Quality Education and Quality Instruction at a South African University

This study sought to establish university students' experiences on the quality of education received from lectures. Quality of education involves acquisition of pedagogical content knowledge, personal characteristics of lecturers, and teaching and assessment strategies practices in the University of KwaZulu-Natal. The study adopted an interpretive study following a qualitative approach. It made use of a case study design with a purposive sample of fifteen Fourth year Bachelor of Education students. Data were collected using focus group interviews with participating students. Content analysis was used to analyse data through emerging themes. Students argued that most lecturers employed by the university were good quality lecturers while some were considered poor quality. Students categorized poor quality lecturers as inexperienced and those who missed lectures attending conferences or on sabbatical leaves. Students considered an outstanding lecturer as a fully qualified person who is always on time and available for lectures and consultations. The results reveal that students have acquired sound pedagogical content knowledge from the university and lecturers employed various assessment strategies which challenged students' higher order thinking abilities. The usefulness of the teaching practice component was also confirmed though poor organisation of teaching practice was condemned. The study concludes that initial training received by students at UKZN is of high quality and recommends that more attention should be placed on improving teaching practice supervision.

Effective Teaching Practice Supervison: A Predictor of Teacher Trainees' Performance in Pedagogy

The quality of teachers prepared for basic education in Africa and othercontinents of the world is a consequence of the knowledge of contentacquired and the pedagogy. Effective teaching practice supervision coulddetermine the level of teacher trainees� performance in the art of teaching. The study investigated the differences in performance of teacher trainees who embarked on continuous Teaching Practice and Supervision � TP & S (of twelve weeks) and those of non-continuous teaching practice and supervision � TP & S (of six weeks in two installments). It equally examined whether there was a relationship or not in the performance of teacher trainees when they are team supervised and when they are not teamed supervised in pedagogy. Five hundred (500) teacher trainees were randomly selected assamples from two (2) colleges of education owned by Lagos StateGovernment of Nigeria. They are Adeniran Ogunsanya College of Education (AOCOED), Ijanikin and Michael Otedola College of Primary Education (MOCPED), Noforija-Epe. Their final assessment scores at the end of 2008/2009 teaching practice exercise were utilized. Using independent t-test statistic, it was found that those who embarked on continuous TP & S were able to perform significantly better than those who embarked on noncontinuous TP & S. However, using Pearson Moment Correlation Analysis (r), there was a significant relationship in the performance of teacher trainees when they were team supervised and when they were not team supervised at all. It was suggested among others that if teacher trainees should go on continuous TP & S, they would be more skilled and thus develop competence and dexterity in pedagogy since practice makes perfection. Team supervision of pedagogy was also suggested so as to curb subjectivity and biases, even as teachers are prepared for basic education.&nbsp