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Research Article
Exploring Teaching Practice Supervisors Perceptions and Experiences: A Case Study of One Public University in Kenya
Juliet Njeri Muasya*
Issue:
Volume 11, Issue 2, June 2026
Pages:
42-53
Received:
23 February 2026
Accepted:
20 March 2026
Published:
21 April 2026
DOI:
10.11648/j.tecs.20261102.11
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Abstract: Teaching practice is an important aspect of teacher education which provides students with an opportunity to actualize theories and principles learnt under the supervision of competent supervisors in actual school and classroom setting. The aim of the study was to explore the perceptions and experiences of teaching practice supervisors in reference to preparation, management and pedagogical practices. The research used descriptive and case study research design with a target population of 100 internal teaching practice supervisors drawn from the Faculties of Education, Agriculture, Arts and Social Sciences, Science and Technology. Using purposive sampling technique 46 out of 100 supervisors participated in the study. Open and closed ended questionnaires was used to collect data from TP supervisors. The questionnaires was uploaded in the google platform and the link shared with the TP supervisors through emails and what’s up. Data from 46 questionnaires was analyzed using descriptive statistics, content and thematic analysis. Analysed data was presented using tables, pie charts, frequencies, percentages and key themes. Findings reveal that 97.8% of teaching practice supervisors had attended induction sessions. While 63% of the supervisors expressed their satisfaction with the posting, 87% reported that the job card was friendly in terms of distribution and geographical sub-zoning of teaching practice schools. In addition, 73.9% of supervisors noted that zone coordinators dispatched soft copies of teaching practice materials on time. Most supervisors prefer soft copy materials because they are flexible, friendly, convenient, easy to handle, share, manage, store, traceable and consistence. On pedagogical issues, 73.9% of supervisors reported that most of the students had their schemes of work ready, while 58.7% and 63% noted that lesson plans had detailed content with appropriate teaching methods. 89.1% of teaching practice supervisors hold debrief sessions, in addition to submitting soft copies of the assessment reports and lesson plans to zone coordinator. On teaching practice facilitation funds, 82.6% and 69.6% of the supervisors noted that the funds are not dispatched on time and they are not adequate. Since teaching practice supervision is a key pedagogical process which molds and mentor student to become competent professional teachers, there is need to improve on the preparation, management and pedagogical practices to make the process more effective and efficient.
Abstract: Teaching practice is an important aspect of teacher education which provides students with an opportunity to actualize theories and principles learnt under the supervision of competent supervisors in actual school and classroom setting. The aim of the study was to explore the perceptions and experiences of teaching practice supervisors in reference...
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Research Article
Understanding the Digital Divide Through Rural Teachers’ Lived Experiences: Implications for Digital Literacy and Teaching Efficacy
Song Xiangyu*
Issue:
Volume 11, Issue 2, June 2026
Pages:
54-62
Received:
29 March 2026
Accepted:
13 April 2026
Published:
23 April 2026
DOI:
10.11648/j.tecs.20261102.12
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Abstract: Digital technologies have become widely used in education, yet disparities between rural and urban schools persist. In rural contexts, teachers often face unstable equipment, limited technical support, and heavy workloads. However, few studies have explored how these challenges are experienced in everyday teaching. This study examined how the digital divide shaped rural teachers’ classroom experiences, digital literacy, and professional efficacy. A qualitative design was adopted, with semi-structured interviews conducted with eight rural primary and secondary school teachers, and the data were analyzed using thematic analysis. The findings revealed three key themes. First, the digital divide was not experienced as a lack of devices, but as contextual classroom constraints related to infrastructure instability, insufficient technical support, and time pressure. Second, although teachers possessed basic operational skills, many hesitated to use digital tools in everyday teaching due to concerns about classroom control and technical uncertainty. Third, repeated technological disruptions undermined teachers’ sense of efficacy and shaped more cautious instructional choices. Overall, the study shifts the understanding of the digital divide from access and skills toward the role of contextual constraints and their impact on rural teachers’ professional efficacy in classroom practice. Improving digital teaching therefore requires not only stable infrastructure and timely technical support, but also attention to teachers’ lived classroom experiences.
Abstract: Digital technologies have become widely used in education, yet disparities between rural and urban schools persist. In rural contexts, teachers often face unstable equipment, limited technical support, and heavy workloads. However, few studies have explored how these challenges are experienced in everyday teaching. This study examined how the digit...
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Research Article
AI-Enabled Inclusive Library Services (AILS) Framework: Enhancing Accessibility and Inclusivity in Teacher Education
Eesha Sharma*,
Adit Gupta
Issue:
Volume 11, Issue 2, June 2026
Pages:
63-78
Received:
24 March 2026
Accepted:
10 April 2026
Published:
25 April 2026
DOI:
10.11648/j.tecs.20261102.13
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Abstract: The integration of artificial intelligence (AI) in higher education offers new opportunities to enhance accessibility and inclusivity, particularly in teacher education programmes that prepare future educators to serve diverse learners. Although prior research has examined AI in libraries, Universal Design for Learning (UDL), and inclusive teacher education, limited studies explore their intersection within academic library contexts. This paper introduces the AI-Enabled Inclusive Library Services (AILS) Framework, a conceptual model designed to support accessibility and inclusivity in teacher education libraries. Grounded in UDL principles, international disability rights frameworks such as the UN Convention on the Rights of Persons with Disabilities, and global inclusive education policies, the framework positions libraries as both service providers and experiential learning environments for pre-service teachers. The AILS framework comprises seven interconnected components: foundational principles, contextual stakeholders, AI capabilities, library services and touchpoints, institutional capacity and governance, outcomes and evaluation, and feedback and adaptation. By incorporating AI technologies such as natural language processing, text-to-speech systems, recommender algorithms, and multilingual tools, the framework addresses barriers faced by students with disabilities and diverse learning backgrounds. Beyond improving resource accessibility, AILS models inclusive pedagogical practices for future educators and aligns with Sustainable Development Goals 4 and 10. The framework offers a globally adaptable approach for developing inclusive, AI-enabled library services in higher education.
Abstract: The integration of artificial intelligence (AI) in higher education offers new opportunities to enhance accessibility and inclusivity, particularly in teacher education programmes that prepare future educators to serve diverse learners. Although prior research has examined AI in libraries, Universal Design for Learning (UDL), and inclusive teacher ...
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