Embodied or Digital? Navigating the Tensions of Hybrid Teaching Practice Supervision in South African Higher Education

Abstract

In South African higher education, student teachers must complete practical school placements under supervision. While supervision is crucial for teacher preparation, few studies explore how supervisors balance face-to-face and online modalities, especially in resource-constrained contexts. This article examines how teaching practice supervision is navigated, focusing on the interplay between physical presence and digital engagement, and the tension between administrative and mentoring responsibilities. An autoethnographic approach was used, drawing on the researcher’s experiences across multiple supervision cycles. Data were collected through reflective journals, memory work, and field notes, capturing personal narratives and emotional responses. Three themes emerged: embodied presence fosters relational engagement and supports student teachers’ professional growth; digital supervision provides flexibility but is constrained by connectivity and reduced relational depth; and institutional demands create tension with mentoring, shaping supervision quality. Adequate supervision requires a hybrid approach that integrates physical and digital modalities. Universities should prioritize school visits, strengthen digital infrastructure, streamline administrative tasks, and provide professional development in digital pedagogy and reflexive practice. These measures can enhance supervision quality, ensuring student teachers receive robust instructional guidance and meaningful relational support, even in challenging and resource-limited settings.