Educational Nurturing in Underdeveloped Contexts Unraveling the Dynamics of Student Teachers’ Holistic Development

Abstract

Introduction: The paper underscores the crucial necessity of providing effective guidance to student teachers, referred to as "Pre-Service," to effectively address and navigate classroom challenges and overcome issues related to teaching practicum. Study explores the experiences of 08 student teachers focusing on their mentoring experiences during teaching practicum in rural areas of Sindh. Methodology: The study was conducted in schools situated in rural Sindh, involving participants who were new teachers in their fourth year of the Bachelor of Education program. The qualitative approach utilized structured open interviews to gather insights into the challenges faced by pre-service teachers during their teaching practicum, specifically exploring the guidance provided by mentors in underprivileged schools. Findings: The findings disclose a common experience among interviewed student teachers who lacked awareness of the challenges confronted by in-service teachers in underprivileged schools, particularly in rural areas with limited resources such as electricity,computers, whiteboards, and data projectors. The study highlights the concerns expressed by pre-service teachers regarding insufficient guidance from trained mentors and a lack of mentor motivation when assigned to schools in challenging environments. Implication/Future Direction: Drawing on the "Situativity theory" as a framework, the implications suggest the need for enhanced mentorship programs and support mechanisms to better prepare pre- service teachers for the challenges in diverse educational settings. Future directions include developing comprehensive mentor training programs and refining existing mentorship structures to ensure the successful integration of pre-service teachers into underprivileged school environments.