University lecturers’ supervision of teaching practice in initial teacher education: The perspective of students and teachers

Abstract

While teaching practice programmes exist across South African universities, limited research explores student teachers' perceptions of teaching practice and mentorship in rural and urban schools. This qualitative case study, framed by Situated Learning Theory (SLT), investigates student-teachers' perspectives on university lecturer supervision of teaching practice to highlight the need for transformation. Semi-structured interviews were conducted with thirty-two (32) purposively selected postgraduate certificate in education (PGCE) student-teachers (18 females, 14 males), analyzed thematically. Four thematic areas emerged: supervision fostering professional identity and confidence; collaborative mentorship; pedagogical skills enhancement; and innovation in reflective practice. Findings indicate that current Teaching Practice (TP) supervision requires transformation to eliminate negative impacts and enhance effectiveness. University lecturers' supervision supported professional identity development, confidence building, and pedagogical enhancement through collaborative mentorship. The study underlines the critical role of transformed TP supervision in developing competent student-teachers and recommends clearer assessment criteria, pre-practice microteaching sessions, and improved feedback techniques.