Mathematics teaching experience and supervisory effectiveness in South African ODeL teacher education
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Resumo
Abstract The role of external supervisors in mentoring teaching practice students is vital to teacher education, making the selection of experienced subject specialists a critical consideration. This study investigated the mathematics teaching experience of external supervisors overseeing preservice mathematics teachers in Open Distance and e-Learning (ODeL) environments. Using a quantitative descriptive survey design, data were collected from 46 external supervisors across six South African provinces (Gauteng, KwaZulu-Natal, Western Cape, Eastern Cape, Limpopo, and Mpumalanga. Findings revealed that while 80.4% of supervisors possessed over 21 years of general teaching experience, only 30.4% had prior mathematics teaching experience. Analysis demonstrated a strong positive correlation (r = 0.82, p<0.001) between mathematics teaching experience and supervisory effectiveness, compared to a moderate correlation (r = 0.41, p=0.021) for supervisors without subject-specific experience. These differentiated correlations suggest that while subject-specific knowledge is associated with higher supervision quality, experienced educators without mathematics backgrounds still provide valuable guidance through transferable pedagogical expertise. The study recommends implementing subject-specific professional development programs for supervisors lacking mathematics experience, developing collaborative supervision models pairing supervisors with complementary expertise, creating specialized resources connecting general pedagogical principles to mathematics applications, and exploring technology-enhanced supervision approaches. These recommendations address the complex realities of ODeL environments while identifying strategic opportunities to enhance mathematics teaching practice supervision quality in teacher education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Discover Education, v. 5, n. 1
- Editora
- Springer
- Ano
- 2026 (2026-07)
- Idioma
- en
- Palavras-chave
- Mathematics teaching experience; External supervisors; Teaching practice; Preservice teachers; ODeL environment; Supervision effectiveness; Mathematics Teachers; Teaching Experience; Open Education; Distance Education; Electronic Learning; Foreign Countries; Student Teacher Supervisors; Preservice Teacher Education; pre-service mathematics teachers; teaching practicum supervision; supervisor development; collaborative supervision; South Africa
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.1007/s44217-026-01952-6
- ISSN
- 2731-5525
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
AGE, Terungwa James; RANKWETEKE, Puleng Edwin. Mathematics teaching experience and supervisory effectiveness in South African ODeL teacher education. Discover Education, v. 5, n. 1, 2026. DOI: https://doi.org/10.1007/s44217-026-01952-6.
APA
Age, T. J., & Rankweteke, P. E. (2026). Mathematics teaching experience and supervisory effectiveness in South African ODeL teacher education. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-01952-6
BibTeX
@article{age2026,
author = {Age, Terungwa James and Rankweteke, Puleng Edwin},
title = {Mathematics teaching experience and supervisory effectiveness in South African ODeL teacher education},
year = {2026},
journal = {Discover Education},
volume = {5},
number = {1},
publisher = {Springer},
doi = {10.1007/s44217-026-01952-6},
language = {en}
}RIS
TY - JOUR AU - Age, Terungwa James AU - Rankweteke, Puleng Edwin TI - Mathematics teaching experience and supervisory effectiveness in South African ODeL teacher education PY - 2026 JO - Discover Education VL - 5 IS - 1 DO - 10.1007/s44217-026-01952-6 LA - en ER -
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