Learner support and professional development during teaching practice? Should supervisors be subject specialists or any lecturers?

Abstract

Teaching practice is a precious period for final learner support. In Malawi, any faculty member could supervise teaching practice regardless of their subject specialty (scrambled model). This qualitative study assessed the impacts of this scrambled model of supervision on the quality of learner support when non-specialist faculty supervised student-teachers. Through 2 different focus group discussions, data were collected from 10 conveniently sampled practicum students, 6 practicum supervisors, and 6 coordinators from 6 purposefully selected higher teacher-education institutions. and data were analyzed qualitatively. The study revealed that student-teachers and faculty were uncomfortable with the scrambled supervision model because it led to (1) inconsistencies in pedagogical and content knowledge, (2) unfriendly environment, and (3) inadequate feedback due to varying needs in varying subject areas demands. However, they justified this model for convenience at the mercy of other constraints. Apart from contributing to the existing body of knowledge, this study suggests best practices to guide institutional policy regarding practicum to facilitate quality learner support.