The intention of the thesis is to map how the supervision process in primary schools is perceived and assessed by supervisors.The thesis also seeks to contribute and highlight the importance of supervision for mainstream educators. The theoretical part initially focuses on the conceptual definition of supervision, its functions, forms, participants and the supervision contract, and then discusses the risk and ethical aspects of supervision. The following section of the theoretical part focuses on supervision in elementary education and the specific aspects that education brings to the supervision process. It also discusses the benefits and limitations of supervision in school settings. The theoretical part concludes with a overview of research on supervision conducted in Czech schools. The empirical part focuses on the presentation of qualitative research aimed at the supervision experiences of supervisors in primary schools. The results of the research showed us the opinions of supervisors on the issue of mandatory implementation of supervision in schools. Those conclude that the majority are in favour of recommending this service rather than making it compulsory, with a minority in favour of making supervision compulsory. Supervisors' motivations for an involvement with schools can be summarised...

This study examined the varying roles of individual members of the teaching practicum triad, comprising the university supervisor, the student teacher and the school support teacher, during the practicum component of primary teacher education at the University of Namibia’s Katima Mulilo Campus. The research sought to establish the perceptions of the school support-teachers, university students and university lecturers about the effectiveness of pre-deployment preparedness of trainee teachers before their attachment to schools for teaching practice and to establish the facets of the school participation within the triad which are most effective in supporting trainee teachers throughout their school based practicum. The practicum partnership matrix, as well the pre-teaching campus-based studies and pre-deployment preparations by the university, were closely examined. Suggestions from practicum schools, trainee teachers and the University of Namibia’s Faculty of Education were collated in efforts to develop effective partnership models. This study thus posits a view that school-based teaching practica should provide the pre-service trainee teachers with opportunities to be exposed to the realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study examined the varying roles of individual members of the teaching practicum triad, comprising the university supervisor, the student teacher and the school support teacher, during the practicum component of primary teacher education at the University of Namibia’s Katima Mulilo Campus. The research sought to establish the perceptions of the school support-teachers, university students and university lecturers about the effectiveness of pre-deployment preparedness of trainee teachers before their attachment to schools for teaching practice and to establish the facets of the school participation within the triad which are most effective in supporting trainee teachers throughout their school based practicum. The practicum partnership matrix, as well the pre-teaching campus-based studies and pre-deployment preparations by the university, were closely examined. Suggestions from practicum schools, trainee teachers and the University of Namibia’s Faculty of Education were collated in efforts to develop effective partnership models. This study thus posits a view that school-based teaching practica should provide the pre-service trainee teachers with opportunities to be exposed to the realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)