Practices that support effective inclusive teaching practice supervision: Voices from the grassroots in primary and secondary schools in Masvingo district

Abstract

Supervision of university specialist trainee teachers for learners with disabilities is assumed to be a professional service involving relevant specialised knowledge. There is no denial that, in Zimbabwe, many institutions concerned with educators` preparation do not create an awareness of the problems that exist in the field of special needs and inclusive education supervision. The purpose of this study was to find out perceptions educational leaders towards supervision of inclusive education trainee teachers who are the grassroots in the teaching and learning of learners with disabilities in inclusive classes. A qualitative research approach and the phenomenology design were adopted. A sample of thirty (30) participants comprising heads, deputy heads, and teachers in charge, specialist teachers and trainee teachers was purposely drawn from both primary and secondary schools that had university trainee students for inclusive education. Semi-structured interviews and an open ended questionnaire were used to generate data. It emerged that most school supervisors were never trained on mechanics of supervising university trainee teachers for inclusive classes and used the general supervising instrument without putting into account the needs of both the trainee teachers and learners. It was recommended that the Ministry of Primary and Secondary Education, in partnership with university specialist teacher training institutions should hold training workshops to equip all school leaders with requisite supervision skills that will help them understand leadership roles in inclusive education.