Abstract:
This study examined the participation of non-specialist supervisors in the supervision of
physical education students in the colleges of education. The study sought to find out,
difference that may exist between specialist mentors and non-specialist supervisors in
supervising. The impact of the teaching practice supervision on student-teachers and the
challenges faced by 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 fifty respondents. A questionnaire was used to
collect data which were analysed into themes by the researcher. The study revealed that
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 student-teachers faced a number of difficulties one
of which was the difficulty in getting the actual supervisors to assess them considering
subject area. 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 supervisor s.
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.
Description:
A DISSERTATION IN THE DEPARTMENT OF HEALTH, PHYSICAL
EDUCATION, RECREATION AND SPORTS, FACULTY OF SCIENCE
EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE AWARD OF THE MASTER OF EDUCATION
DEGREE IN PHYSICAL EDUCATION
DECEMBER, 2015