Use of Clinical Supervision Cycle in the Assessment of Teacher Trainees in Physical Education in Kenya: A Study of Teacher Colleges in Rift-Valley Zone

Abstract

The neglect of primary school physical education calls for effective supervision of pre-service teachers for them to engage in effective teaching when they graduate. The purpose of this research was to investigate the use of clinical supervision of pre-service teachers in physical education during teaching practice assessment. Clinical Supervision Model by Cogan and Goldhammer guided the study. Mixed-methods approach and descriptive survey research design were used. There were 233 respondents who took part in the study comprising student teachers, tutors and physical educators. Simple random, stratified and systematic samplings were used. Tools used were questionnaire, interview guide and observation schedule. Data was analysed using descriptive and inferential (?2) statistic. It emerged that the clinical supervision cycle was not used in the supervision of teacher trainees. The study concluded that the trainees were denied appropriate supervision. The study recommends that the Directorate of Quality Assurance and Standards (DQAS) initiate the use of Clinical Supervision Cycle in assessment in Kenya.

Key words - Clinical supervision, physical education, pre-service teacher, supervisor, teaching practice (TP), teacher trainees