**4.4 Theme 4: academic support offered by lecturers**

Minimal support from UNISA lecturers was observed. Of the six student teachers during the teaching practice, five were visited by UNISA lecturers. However, of the three lecturers who visited the student teachers, only one lecturer was helpful, and could give the student teachers advice in how to deal with lesson presentation. The following comments of the student teachers confirmed the situation:

*My lecturer once visited me when I was studying year 2. Now, No. The only person assisting is my mentor teacher. (Student Teacher 1)*

*The supervisor visited me. He had a meeting with me before the lesson and asked me how I am doing with my portfolio. He looked at it and asked when the due date is. He did not help me with my assignment. (Student Teacher 2)*

*No one came to support me, and I am left with three days to finish my five weeks teaching practice. I hope I will get support next year when studying my last year. It is frustrating to be on your own while teaching. I do not know how to handle the big class, as learners are rowdy. (Student Teacher 3)*

*Support? Sometime last year one of UNISA lecturers supported me. She was of a great help as she advised on how to prepare my lesson and how I can approach the topic I was teaching. (Student Teacher 4)*

*The lecturer who visited me showed me how to introduce a lesson. She even demonstrated how to introduce the lesson. Learners were participating and liked it. I am now trying to emulate her when I introduce the other topics of the lesson. (Student Teacher 5)*

*The other man came to observe my lesson but did not say anything concerning my teaching method. He gave me average marks and told me to improve in giving learners time to talk and not to talk alone. (Student Teacher 6)*

The support from the university staff seemed inadequate. It is customary for teacher training institutions to provide support to their student teachers when they are undertaking teaching practice. This is done by way of liaising with schools that host student teachers in their schools and arrange for the appointment of mentor teachers [47]. UNISA lecturers and external supervisors (retired teachers who assisted with the student teacher supervision) were assigned to visit student teachers at the schools where they were placed at different times during the first, second and third school terms. Most of the external supervisors were never exposed to the interactive teaching strategies during their training due to the apartheid education policy, which intended to offer poor teacher training to African teachers [26]. Therefore, the student teachers may have experienced inadequate support from the external supervisors. Hence, the student teachers felt neglected, isolated and not

supported to address challenges that they faced. The provision of academic support and presence of lecturers during teaching practice can minimise student teachers' sense of loneliness, isolation and disconnectedness in ODL.
