Understanding the Role of Mentor Teachers during Teaching Practice Session

Mentoring in a Cohort Model of Practicum: Mentors and Preservice Teachers’ Experiences in a Rural South African School

“…In this study, the mentor's authority is derived from their knowledge, skills, and experience as a teacher and not status or position in the school (Heeralal & Bayaga, 2011). Thus, the mentoring relationship is expected to be at a collegial echelon, based on shared values, goals, and understandings (Maphalala, 2013). Mentor as guide to practical knowledge: Mentor symbolizes Telemachus's advisor, acting as a mouthpiece of wisdom, offering practical advice and guidance, shielding from harm, and directing his steps while searching for his father.…”

“…The mentor is expected to direct and guide the student teacher on their professional journey, offering them practical knowledge and guidance, targeting their immediate teaching activities not external viewpoints/premonitions, but addressing the student's professional issues of "here" and "now" (Awaya et al, 2003). The mentor's guiding roles include assisting the student teacher: in refining existing instructional strategies, introducing new strategies and concepts, engaging in conversations about their teaching; modeling lessons and professionalism, and providing overall support (Maphalala, 2013). Through such guidance, the student teacher can tackle problems and challenges, and begin to see new paths to solutions (Allen et al, 2008;Awaya et al, 2003).…”

“…As a measure of trust, mentor stands back from the action to let Telemachus "show his stuff" (Awaya et al, 2003, p. 50) without granting Telemachus victory, but only testing his strength. The student teacher must show what he or she is "made of," portray a true version of himself or herself, and demonstrate appropriate capabilities to earn a good standing, without the intercession of the mentor (du Plessis, 2013;Maphalala, 2013). Mentors are expected to be aware of when to stand back, and the student teacher must be willing and prepared to tackle some tasks alone, displaying willingness to demonstrate that they are made of the "right material."…”

Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve

“…Graham (2006) states that two components are critical to successful outcomes of the teaching practice experience, namely the mentor teachers who guide and support student teachers, and the sites where the experiences occur. Mentor teachers as practising professionals are aware of current issues in education, and are uniquely positioned to help student teachers navigate the demands of the practicum, particularly in matters of curriculum and classroom management (Maphalala 2013;Mukeredzi and Mandrona 2013). Student teachers are looking to their mentors for support through a period that is frequently stressful both emotionally and physically (Maphalala 2013), and it is thus important that mentor teachers model good practices of teaching.…”

“…Mentor teachers as practising professionals are aware of current issues in education, and are uniquely positioned to help student teachers navigate the demands of the practicum, particularly in matters of curriculum and classroom management (Maphalala 2013;Mukeredzi and Mandrona 2013). Student teachers are looking to their mentors for support through a period that is frequently stressful both emotionally and physically (Maphalala 2013), and it is thus important that mentor teachers model good practices of teaching. Student teachers, being new in rural school contexts, depend on professional teachers' experiences and guidance of the activities inside and outside the school and classroom.…”