Pedagogic Supervision and its impact on student-teachers' learning in the Higher Technical Teachers' Training Colleges of the English Speaking Regions of Cameroon

Abstract This study investigated the role of pedagogic supervision in enhancing student-teachers’ learning in the Higher Technical Teachers Training Colleges (HTTTCs) of the English-Speaking Regions of Cameroon. Using a mixed-methods design, 100 student-teachers were sampled proportionally from 14 departments across Bambili and Kumba campuses. Quantitative data were collected via questionnaires, while qualitative insights were obtained through semi-structured interviews. Findings indicate that pedagogic supervision positively influences lesson preparation, teaching methodology, classroom management, and professional competence. However, irregular supervision, high student-to-supervisor ratios, and inconsistent feedback limit its full effectiveness. Interpretation of the results, guided by theories used revealed that structured observation, active reflection, and confidence-building are key mechanisms through which supervision enhances learning. The study recommends increasing supervisory staff, implementing structured schedules, providing timely and constructive feedback, promoting reflective practices, and evaluating supervision outcomes to optimize student-teacher performance. These measures are critical for strengthening teacher preparation and improving instructional quality in HTTTCs. Keywords: HTTTC, Pedagogy, Learning, Student-Teacher, Supervision