Clinical Supervision: A Little-Known Yet Impactful Supervision Practice that Improves Early Childhood Development (ECD) Teachers’ Pedagogical Practices in Uganda
Alfred Buluma
*
Makerere University, Uganda and Centre for Research in Pedagogy and Emerging Issues in Education, Uganda.
Annet Karungi
Makerere University, Uganda, Centre for Research in Pedagogy and Emerging Issues in Education, Uganda and Africa Renewal University, Buloba, Uganda.
*Author to whom correspondence should be addressed.
Abstract
This multi-case study examined the perceptions of Early Childhood Education (ECD) centre administrators on the utilization of clinical supervision to improve teachers’ pedagogical practices. It was conducted in three selected ECD schools in Rubaga Division, Kampala Capital City Authority (KCCA), Uganda. Data was collected using interview guides, lesson observations and document review analysis from six school administrators recruited from three ECD centers. Eighteen lessons were observed clinically from six teachers as an illustration on how clinical supervision contributes to improvement of teachers’ pedagogical practices. Findings indicate that although the school administrators were ignorant about clinical supervision, they acknowledged supervision gaps in the methods of instructional supervision used in their respective schools. Additionally, through lesson observations and conferences done with teachers as an illustration of how clinical supervision is done, ECD school administrators acknowledged an improvement in teachers’ pedagogical practices and expressed willingness to embrace clinical supervision if trained on how to use it. It was therefore concluded that ECD school administrators need orientation and training on how to employ clinical supervision to improve ECD teacher pedagogical practices in ECD centres.
Keywords: Clinical supervision, perceptions, pedagogical practices, school administrators