Mentorship for students on teaching practice in Zimbabwe: Are student teachers getting a raw deal?

Maphosa, Cosmas; Shumba, Jenny; Shumba, Almon

doi:10.4314/sajhe.v21i2.25637

Cited by 40 publications

(29 citation statements)

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“…On the contrary however, ST3, ST9, ST10 and ST11, highlighted that surrounding communities were not supportive of school activities as very few parents showed up for meetings whenever they were called. This supports observations by Maphosa, Shumba and Shumba (2007) where some contexts portrayed barriers between communities and schools, and institutions operating in isolation of their communities as not many parents were interested in school activities.…”

Section: Knowledge Of Educational Contextssupporting

confidence: 86%

“…They are expected to model commitment, efficiency, responsibility and enthusiasm, given that they are the most significant and powerful individuals who influence the student teacher's development of orientation, disposition, conceptions and classroom practices (Malderez, 2009;Kettle & Sellars,1996). Thus, mentors should assume multi-faceted roles as guide, coach, supervisor, counsellor, role model, nurturer, advisor, critic and supporter (Maphosa, Shumba & Shumba, 2007).…”

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confidence: 99%

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Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe

Mukeredzi¹,

Manwa²

2019

AJTE

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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.

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Section: Knowledge Of Educational Contextssupporting

confidence: 86%

mentioning

confidence: 99%

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe

Mukeredzi¹,

Manwa²

2019

AJTE

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“…Teacher trainees experience excitement of being part of real class setting, getting to know learners, planning and organizing class tasks which begin as the pillar for competencies required for teacher development (Maphosa, Shumba, & Shumba, 2007). In addition, teacher trainees may face professional ineptitude, isolation, unfriendly staffing environment and conflicting school philosophies.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

Odundo¹,

Othuon²,

Lillian³

2017

WJER

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“…In terms of relationship with mentors during teaching practice, Holloway (2001) and Maphosa et al (2007) maintained that a mentor is required to guide and lead the student teacher all the way, advising on short comings, appraising on strength and encouraging until the student teacher is able to present lesson effectively. Maphosa et al (2007) noted that mentors should be constantly empowered through workshops to enable them to be able to work effectively in leading and guiding student teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Maphosa et al (2007) noted that mentors should be constantly empowered through workshops to enable them to be able to work effectively in leading and guiding student teachers. This suggestion implies that mentors need additional training in order for them to be effective in mentoring student teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment of Students Attitude and Perception of Teaching Practice: The Case of Undergraduates of Delta State University, Abraka

Ifeoma¹

2016

WJE

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This descriptive survey research employed ex-post facto design to examine teaching practice in Delta State University, Abraka Nigeria. Interview and questionnaire were used to generate data from 280 respondents. Three research questions and three hypotheses guided the investigation. Data collected were analyzed via the use of mean, standard deviation and percent to answer the research questions and t-test to test the hypotheses, the level of significant was set at 0.05. Findings revealed that student teachers have positive attitude towards teaching practice. This was reflected in their interest in the programme, regular attendance at school and writing of daily lesson notes. Additionally, the student teachers expressed that they had good relationship with their mentors. Findings on supervision provided by lecturers showed that rural school teachers were dissatisfied with their supervision, as some of them were not supervised. The study concluded by recommending among others that Delta State University should ensure that they post student teachers to schools with good access roads for ease of supervision by Lecturers.

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Mentorship for students on teaching practice in Zimbabwe: Are student teachers getting a raw deal?

Cited by 40 publications

References 0 publications

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe

Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

Assessment of Students Attitude and Perception of Teaching Practice: The Case of Undergraduates of Delta State University, Abraka

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