Support Teaching in Schools: Perceptions of Teacher Trainees

Abstract

Support Teaching in Schools (STS) is a vital component of teacher education programmes and serves as a key mechanism for preparing teacher trainees to effectively implement the school curriculum. This study examined teacher trainees' perceptions of the benefits and challenges of the STS programme at Akrokerri College of Education. A hybrid research design was employed, and data were collected through online questionnaires. Descriptive statistics and content analysis were used to address the research questions. Specifically, the study explored trainees' perceptions of STS, examined gender differences in perceptions, identified the benefits of STS, and documented the challenges encountered, including those arising during the COVID-19 pandemic. A total of 235 trainees participated in the study. The findings showed that trainees perceived STS as beneficial, particularly in linking college-based training with practical teaching skills and professional knowledge. However, several challenges were reported, including time wastage due to reliance on a single bus for transportation, inadequate orientation, limited school visits by link tutors, and insufficient teaching and learning resources. Additional challenges related to COVID-19 included lack of orientation for online STS activities, poor internet connectivity, inadequate time, and the artificial nature of online interactions. The study highlights the need for improved logistical support, enhanced supervision, and better preparation for both in-person and online STS delivery.