Rural school teaching in Zimbabwe: Mentoring experiences of 'beginning' primary school teachers.

Abstract

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

The Manner Beginning Teachers are mentored to Enhance Pedagogical Skills in Selected Government Secondary Schools in Rukwa Region, Tanzania

“…Interactive discussions through face-to-face meetings and classroom visits were common practices. Similar instructional induction and mentoring practices were observed in South Africa, where the University of South Africa (UNISA) sent student teachers to be attached to experienced teachers during Teaching Practice (TP), guiding and coaching them in activities related to pedagogical skills (Mukeredzi et al, 2016). On the other hand, Heeralal (2014) identified the greatest needs of student teachers, including lesson preparation (84%), assessment (82.…”

Trends in Mentoring of Beginning Teachers in Government Secondary Schools of Rukwa Region, Tanzania

“…We shared teaching and learning resources." Similarly, Mukeredzi and Manwa (2016) had noted that experienced-beginning teachers planned meetings are critical aspects of beginning teachers' mentoring during teaching practice as they significantly contribute to the success of the whole mentoring process and, consequently, to the positive accomplishment of the entire practicum. One head of school revealed: "You know, mentoring in schools is largely informal, and is not guided by any by-laws underpinning its operation."…”