- Title
- An examination of practices and experiences of teacher educators in the supervision of a national early childhood home based programme
- Creator
- Annatolia, Misi
- Subject
- Early childhood education -- Zimbabwe
- Date Issued
- 2020
- Date
- 2020
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD
- Identifier
- http://hdl.handle.net/10948/49362
- Identifier
- vital:41695
- Description
- Zimbabwean teacher educators are, by the nature of their job description, required to supervise student teachers doing teaching practicum for the 0-3 home based programme. However, analysis of supervision reports of the home based programme indicates some inconsistencies in comments made by different supervisors, whereby the descriptors and supervision overall scores do not tally. It seems the supervision of the home based teacher education programme is not being implemented as expected. Hence, the purpose of this qualitative case study was to examine practices and experiences of teacher educators in the supervision of a National Early Childhood Development Home Based Teacher Education Programme (NECDHBTEP). The objective of the study was to address the key question: ‘What are the practices and experiences of teacher educators in the supervision of a NECDHBTEP. In addressing the question, the researcher used supervision as a conceptual framework. The theoretical framework which informed the study was Contextual Supervision (CS) which has its philosophical foundations in constructivism, beneficence and justice. Purposive sampling was employed in the study where two primary teachers’ colleges were selected. From each college, ten teacher educators were selected for semi-structured interviews, two focus group discussions and document analysis on teacher educators’ supervision reports. Triangulation of the data was done so as to enhance its trustworthiness. Three major themes emerged from the study, namely, the influence of home context, experience of supervisors on NECDHBTEP and supervision approaches. The study discovered that the home context, to some extent, influences supervision of the NECDHBTEP. The study also established that teacher educators face multiple challenges when supervising student teachers on the ECD home based programme. The researcher made some recommendations from the findings. One of the recommendations was for colleges to develop a specific supervision instrument for the home based ECD supervision (0-3 years category). Furthermore, there is need for Zimbabwean primary teachers’ colleges to engage in rigorous in-service training for lecturers who are not knowledgeable about the NECDHBTEP.
- Format
- xvii, 221 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Misi, A.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |