Critical reflection of researchers on the external supervision of teaching practice for mathematics students’ teachers

Abstract

This study reflects on the researchers’ experiences who conducted research in an open distance and eLearning (ODeL) institution with external supervisors of mathematics education pre-service teachers teaching practice. Despite the value placed on research in an open distance and eLearning environment, some researchers still have trouble accessing data when using the online web-based survey approach to conduct research, especially among supervisors of Mathematics education pre-service teachers' teaching practice (TP) exercise at a typical ODeL institution in South Africa. This insider research is born out of the fact that there is less research conducted in South Africa, that ascertains the experiences of researchers themselves on a project. In light of the foregoing, this study attempts to reflect on the experiences and challenges faced by researchers at the University of South Africa while working on a project that was centered on the supervision of pre-service teachers' teaching practice in a mathematics classroom context titled ODL-RSP Project. The study used a reflective method involving the observations and experiences kept by researchers to record detailed notes during initiation, data collection (interview process) and workshop attendance by the researchers. The reflection involved research team members focusing on the Quality of Mathematics Teaching Practice Supervision in the ODeL Environment. The analysis of the data was derived from the reflections. The study used a reflective method involving the observations and experiences kept by researchers to record detailed notes during initiation, data collection (interview process) and workshop attendance by the researchers. The reflection involved research team members focusing on the Quality of Mathematics Teaching Practice Supervision in the ODeL Environment. The analysis of the data was derived from the reflections.