Approaches to teaching practice supervision have encouraged development of functionally fixed teachers who lack innovative and creative skills. Such traditional approach to teacher development condemns teaching to a routine activity. The net effect is that students who go through formal educational systems fail to think outside the box. This teaching practise supervision study, the blended supervision model, sought to develop a democratic and interactive approach to learning to teach, and supervision of student teachers on teaching practice. Second year student teachers from a technical Teachers’ college, school based mentors from girls’ and boys’ high School, and college lecturers contributed to the outcome of this work. Result on collaboration in learning to teach under a blended supervision model proved that the approach is a worthwhile alternative to contemporary prescriptive approaches to teaching practice supervision. All teacher educators in universities and colleges, school based mentors and tertiary students should find joy in reading this book.
