Abstract

This article discusses Rwandan student teachers’ perspectives on supervision developed by the faculty based on their experiences of the teaching practice they participated in as part of their teacher education training. The study applied qualitative research methods where interviews were used for data collection. Interviews were done through telephone calls during the COVID-19 pandemic since mobility was limited. The study involved eight student teachers from one university in Rwanda when they were completing their internship. The qualitative analysis generated five themes: preparation for teaching practice, focus areas, expectations, professional support, and time. Although diverse views were provided, student teachers appeared to be well prepared for the supervision and were aware of what was expected of them by their supervisors. Divergent areas of focus were reported that also influenced the kind of professional support they received. The insufficient opportunities observed when teaching was common among student teachers and might have affected the quality of feedback they received. Relevant implications are discussed.