Classroom practices used by tutors to support pre-service science teachers in teaching students with visual impairment

This study examined the instructional and assessment methods employed by college tutors to support the learning of pre-service science teachers of students with visual impairment in primary schools in Tanzania. The study involved 28 participants and data were collected through interviews, observations, and analysis of instructional documents, and analyzed using thematic analysis. The findings revealed that tutors employed four main instructional practices: group discussions and presentations, demonstrations, assistive technology, and sensory and motor techniques. Furthermore, the assessment methods, which primarily focused on individual and group work, exercises, homework, exams, and performance assessments, seemed to prioritize measuring knowledge through written tests rather than engaging the student in alternative adjusted participatory methods. These results highlight the importance of integrating more participatory approaches into teacher training to ensure that future teachers of students with visual impairments develop both theoretical and practical skills.