Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this phenomenon. By investigating the kinds of knowledge student teachers gain from such meetings, the findings may influence researchers to investigate other aspects of mentor-mentee meetings.The study sought to explore from the student teachers' perspectives, the domains of knowledge that they gain from mentoring meetings during residential TP. A qualitative approach which employed openended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, ongoing mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice.
This interpretive inquiry sought to find out the role of school social climate in assessment of home economics subjects at high schools in Masvingo, Zimbabwe. The inquiry employed a descriptive survey in order to unveil the factors that contribute to a school social climate and its effects on the teaching and assessment of Home Economics practical coursework. A descriptive survey was best for a relative large sample. In-depth interviews and open ended questionnaires were the instruments used to collect data. Collected data were presented in both descriptive and narrative forms. The sample was purposely selected from a population of thirty schools and the sample comprised of forty eight administrators, home economics The research findings indicated that the factors that contributed to the school social climate were the academic performance of students, home economics teacher-administration relationship, teacher-pupil, teacher-teacher and school-community relationships. The effects of the social climate were many and adverse and mostly linked to poor mark allocation due to bias and stress. The study is intended to benefit teachers, administrators, pupils and the community by enlightening them on the importance of good relations; as these contribute to the good school social climate. The study recommends that high levels of professionalism for teachers in assessment of practical skills can be attained during regular briefing, in service training courses and giving professional guidance on good public relations.The school social environment has a strong positive relationship with teaching, learning, assessment of students' practical work, students' ratings of their overall school satisfaction, students' self-esteem, and academic performance (Tope, 2012:5; Adekola, 2012:282). The role of school social climate in assessment of Home Economics (H.E.) subjects has been receiving little attention by most researchers. Hence the need to study the role of school social climate in assessment of home economics subjects at high schools in Masvingo,
<p>This study sought to establish the impact of gendered cultural codes on the academic performance of female students at a university in Masvingo, Zimbabwe. The qualitative paradigm involving a case study design was considered the best approach for the current study. A case study design was chosen since the study of culture, gender and academic performance is ethnographic in nature hence the design is most suitable. A sample of thirty female students was conveniently sampled from a population of all part two to four female undergraduates at the institution. In-depth interviews and open-ended questionnaires were the tools which were used to collect data. This study revealed that the academic performance of university female students was greatly influenced by gender codes. The findings indicated that gender codes such as domestic chores and societal beliefs that females are home makers have negative effects on their academic performance. The study also revealed that students advocate emancipation from the bulk of domestic chores. This study recommends that the education system design a syllabus which includes gender issues that will be included in the mainstream curriculum where it can be considered as a subject. This may gradually initiate males in doing domestic chores without destroying the cultural fabric of the society.</p>
The first year of teaching is the most formative period in a teacher’s career. Support is therefore crucial if they are to develop the competencies, confidence and attitudes that will help keep them contented and effective in the classroom. One way of enhancing these aspects is through induction and mentoring. This will help ensure a firm foundation for professional growth and career development. This qualitative inquiry sought to establish the mentoring experiences of ‘beginning’ teachers in rural primary schools in Masvingo District of Zimbabwe. Data were generated through in-depth interviews and open-ended questionnaires from thirty purposively selected novice teachers. Findings indicate that most beginning teachers in this study did not experience mentoring and consequently smooth transitions from student-hood to teacher-hood, but were left to navigate their new environment alone. Their experiences seemingly impacted negatively on their career prospects as some indicated interest in careers outside the teaching profession. The education system needs to offer on-going, in-service mentor training courses to practicing teachers to expose them to mentoring, thereby preparing them for professional guidance of beginning teachers. This will promote professional learning and development, adding qualitative commitment and competence to the growth trajectory of both novice and practicing teachers, which in turn may motivate new teachers to stay in the profession.Â
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