Perceptions of History Student-Teachers on Teaching Practice Supervision

Edmund Selorm Sosu, Loretta P. Paddy, Ernestina Asantewaa Mintah-Adade


This study examined the perceptions of History student-teachers in the University of Cape Coast. The study sought to find out the perceptions of History student-teachers on teaching practice supervision, the impact of the teaching practice supervision on History student-teachers and the challenges faced by History student-teachers during the teaching practice supervision. The study adopted an interpretive phenomenological methodology using a case study approach. Purposive sampling was used to select the respondents. The respondents were twelve in all. That is six (6) males and six (6) females. A focus group discussion was used to collect data which were analysed into themes by the researchers. The study revealed that History student-teachers generally were dissatisfied with the teaching practice supervision due to the inconsistencies and discriminations they perceived in it and also the general pedagogy employed. Again, on the issues of impact of the supervision, respondents expressed mixed feelings. Finally, the study revealed that History student-teachers faced a number of difficulties one of which was the difficulty in getting their supervisors to assess them. Based on the findings, it was recommended that the teaching practice unit should see to it that the right strategies for supervision were to be used by supervisors. Regarding the issue of being supervised by non-subject-specialists, the teaching practice unit should ensure that supervisors who are sent for supervisions have enough knowledge of the subject-matter of the field of study of the History.

Keywords: perception, history student-teachers, teaching practice supervision.

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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