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Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution

Teaching Practice is an integral component of Initial Teacher Education, and an accreditation requirement as outlined in the Minimum Requirements for Teacher Education Qualifications policy document in South Africa. Supervisors play an important role in providing professional support and asses...

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Main Author: Sethusha, Mantsose Jane
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2020
Online Access:http://journalarticle.ukm.my/16997/1/44246-142071-1-SM.pdf
http://journalarticle.ukm.my/16997/
https://ejournal.ukm.my/ebangi/issue/view/1352
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spelling my-ukm.journal.169972021-07-11T16:45:58Z http://journalarticle.ukm.my/16997/ Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution Sethusha, Mantsose Jane Teaching Practice is an integral component of Initial Teacher Education, and an accreditation requirement as outlined in the Minimum Requirements for Teacher Education Qualifications policy document in South Africa. Supervisors play an important role in providing professional support and assessing student teachers during their school placement periods. This study explored Teaching practice supervisors’ experiences, understanding and provision of student support in an Open, Distance and e-Learning environment. The theoretical framework that underpins this research is the Humanistic Counselling Model framework, which emphasizes a person-centred humanistic approach. This is relevant in the sense that the research focuses on supervisors own reflections of their work as unique individuals, how they experience their roles and how they deal with daily challenges. In-depth, semi-structured interviews allowed supervisors to share their practices, experiences and understanding of student support during Teaching Practice assessment visits. Data was analysed through content analysis. The findings revealed that supervisors’ support puts emphasis on lesson planning, lesson presentation, assessment as well as overall classroom management and organization. Evidence gleaned from the study also suggest implications for teaching practice supervisors in relation to support in an Open, Distance and e-Learning environment. Penerbit Universiti Kebangsaan Malaysia 2020 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/16997/1/44246-142071-1-SM.pdf Sethusha, Mantsose Jane (2020) Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 17 (8). pp. 1-13. ISSN 1823-884x https://ejournal.ukm.my/ebangi/issue/view/1352
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Teaching Practice is an integral component of Initial Teacher Education, and an accreditation requirement as outlined in the Minimum Requirements for Teacher Education Qualifications policy document in South Africa. Supervisors play an important role in providing professional support and assessing student teachers during their school placement periods. This study explored Teaching practice supervisors’ experiences, understanding and provision of student support in an Open, Distance and e-Learning environment. The theoretical framework that underpins this research is the Humanistic Counselling Model framework, which emphasizes a person-centred humanistic approach. This is relevant in the sense that the research focuses on supervisors own reflections of their work as unique individuals, how they experience their roles and how they deal with daily challenges. In-depth, semi-structured interviews allowed supervisors to share their practices, experiences and understanding of student support during Teaching Practice assessment visits. Data was analysed through content analysis. The findings revealed that supervisors’ support puts emphasis on lesson planning, lesson presentation, assessment as well as overall classroom management and organization. Evidence gleaned from the study also suggest implications for teaching practice supervisors in relation to support in an Open, Distance and e-Learning environment.
format Article
author Sethusha, Mantsose Jane
spellingShingle Sethusha, Mantsose Jane
Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution
author_facet Sethusha, Mantsose Jane
author_sort Sethusha, Mantsose Jane
title Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution
title_short Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution
title_full Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution
title_fullStr Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution
title_full_unstemmed Exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution
title_sort exploring teaching practice supervisors’ experiences of student support in an open, distance and e-learning institution
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2020
url http://journalarticle.ukm.my/16997/1/44246-142071-1-SM.pdf
http://journalarticle.ukm.my/16997/
https://ejournal.ukm.my/ebangi/issue/view/1352
_version_ 1705057955863330816
score 13.211869

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