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The Impact of Feedback on the Professional Development of Student Teachers in Higher Technical Teacher Training Colleges in Cameroon
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Abstract
This study investigated the effects of feedback during clinical supervision on the Professional Development of Student Teachers in Higher Technical Teacher Training Colleges in Cameroon. It is based on the problem of inadequate feedback during clinical supervision which has negative impacts on the professional development of student teachers. The objective was to investigate the impact of Feedback during clinical supervision on the professional development of student teachers in Higher Technical Teacher Training Colleges in Cameroon. The research hypothesis stated that there was a significantrelationship between the impact of Feedback during clinical supervision and the professional development of student teachers in Higher Technical Teacher Training Colleges in Cameroon. The scope was limited to student - teachers and supervisors in Higher Technical Teacher Training Colleges in Cameroon. The sample population was 346 student teachers and 08 supervisors. The theories used was Carl Glickmans Developmental theory, (1975), The study made use of the sequential explanatory design and used the purposive sampling for selecting the schools and the class for the study. It also made use of the inferential and descriptive statistics. The instruments for data collection were the questionnaire for student - teachers, interview for the supervisors and cooperating teachers and observation guide. The questionnaires were made up of items about feedback during clinical supervision. The supervisors were equally interviewed on this and their responses registered. Data were analysed using descriptive and inferential statistics. Conclusions from results stated that only 18.9% of student teachers with a mean of 1.79 below the cutoff point of 2.5 agreed that supervisors give feedback to them while a majority 81.1% disagreed. In line with student teachers opinion, observation carried out by the researcher showed that supervisors do not give feedback to student teachers as indicated with low mean values ranging from 1.21 to 1.29, below the cutoff point of 2.5. This indicates that lack of feedback negatively affects clinical supervision and the professional development of student teachers in Higher Technical Teacher Training Colleges in Cameroon. Recommendations were made that supervision schools be opened to train supervisors and that serious sanctions be given to supervisors who do not carry out clinical supervision appropriately during teaching practice.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 8760
Subject
Country
Cameroon
Region
Africa
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)