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Dynamic Research Journals (DRJ

Journal of Economics and Finance (DRJ-JEF)
Volume 2 ~ Issue 4 (April, 2017) pp: 11-18
ISSN (Online); 2520-7490

Experiences and Beliefs of Mentors Towards Student Teachers on
Teaching Practice in Masvingo, Zimbabwe
Jeriphanos Makaye
Great Zimbabwe University, Box 1235, Masvingo, Zimbabwe

Abstract: This qualitative study explored the silent but powerful voices of critical stakeholders in the development
of teacher practitioners. It is an unarguable fact that an effective teacher programme hitherto student teacher
cannot be produced without passing through good mentorship. In many a case, studies make reference to the mentor
but little has been heard from the mentors. This study attempts to capture the experiences, beliefs, concerns and
views of mentors with regard to mentoring. Thus, the study focused on 10 mentors from both urban and rural
experiences in Masvingo district. These responded to semi -structured interviews. Their selection was purely
purposive and convenient. The study revealed interesting results which can be utilized to enhance effective and
productive student-mentorship relationship. The results pointed on both the contact of student teachers as well as on
the strong synergy between the school and the college. Thus, the study recommends for a symbiotic relationship
amongst and between mentee and mentor, and school and teacher training institutions as it was found out that
teacher development is an all inclusive process.
Key words: Mentor; Mentee; Mentoring; Experiences; Beliefs

I. Introduction and background
Teaching practice (TP) is an integral component of teacher education. No doubt that a student teacher (ST) who
performs exceptionally well during teaching practice is likely to be the best teacher for his entire teaching career.
According to Scherer (2012) student teachers who are well prepared, particularly during teaching practice are likely
to remain in teaching at much higher rates than those not prepared. This underscores the role of the teaching
practicum or teaching practice. More, importantly to the teaching practice is mentoring. The trend in most teacher
education institutions is that a teacher on teaching practice is supposed to be under the guidance of an experienced
and knowledgeable mentor who will always guide, supervise and give technical as well as moral support to the
teacher during the time he/she will be on TP. The teaching practice period may vary from two weeks, one school
term or the whole year depending on the institution. Chireshe and Chireshe (2013) view a mentor as someone who
counsels, sets the pace for the teacher and models the student into an effective one. Thus, the mentor is supposed to
play the role of advisor, role model, subject expert, supervisor, instructor, counselor, etc. Since the student teacher is
a novice the mentor is supposed to model the teacher into what both the ministry and college/university expert.
Kufakunesu, Dzingo & Dekeza (2013) posit that mentors assume several roles including inter alia, guide, supervisor,
counselor, overseer, coach, coach supporter, critic and supporter. The criticality of the role of the mentor
underscores the need for a very cordial professional relationship between the student and him/her. The teaching
practice thus, marks the beginning or entry of the student into the profession (Makaye, Mapetere & Madungwe.,
2017) hence, it is imperative that a critical analysis of the mentorship programme be made if ever an effective
teacher is to be produced.
In Zimbabwe as elsewhere the world over, student teachers are supposed to be under the mentorship of an
experienced qualified teacher. Most teacher training colleges in the country operate under the 2-5-2 model, meaning
that a student teacher will spent two school terms (about 24 weeks) on college and five terms (60 weeks) on
attachment or practicum then the last two terms again at college. For Post graduate diploma in Education, students
are subjected to one semester (36-48) of theory then another semester on teaching practice. Pre-service
undergraduate students in most cases spend two years on theory and a full year on teaching practice and another year
after teaching practice. In most cases the first residential part of the student at the college will be based on theory of
education, pedagogies as well as academic knowledge on the subjects the student is to teach when he/she goes for
attachment. The first residential period prepares the student teacher to what she/he will encounter on teaching
practice. Thus, besides pedagogic and academic knowledge the student is exposed to a wide range of co-curricular
activities s/he will encounter. Thus, when the student goes on teaching practice she goes with enough ammunition to
navigate through the teaching adventure. Whatever, period the student will take on teaching practice or practicum

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Experiences and Beliefs of Mentors Towards Student Teachers on Teaching Practice in Masvingo. Ambrosetii and Dekkers (2010) on the other hand presented findings from their study which solicited from both mentors and mentees’ beliefs on their roles. 2013). punctuality. Shar and Lijiehu’s (2013) study reveals that there are differences between the mentor and mentee and the only way to resolve these differences is to explore the mentors’ inside story of their beliefs and experiences. The same views were also established by Blunden (2000) from Australian students teachers. How he/she introduces a lesson.org 12 | P a g e .dynamicresearchjournals. discipline and how the ST socializes with others.. The same roles were also identified by mentees. communication skills. Thus. Mentors also cited the most rewarding aspects of mentoring as. preparation/planning. The two studies were based on what student teachers perceive of mentors and hardly did they solicit for the mentors’ voices. Ambrosetti and Dekker (2010) perceive the role of the mentor as a dynamic one involving both relationship aspects and process aspects. the mentee and the whole mentoring process Thus. The study recommended that mentors should treat student teachers with respect and fairness and reduce workload for student teachers. Lesson execution that is how he/she will go about the actual teaching. adaptability/flexibility. instruction and feedback. research skills. a. that is planning. In most cases a teacher mentee is assisted on. the mentor is a qualified mature teacher who will guide the mentee traverse the teaching practice journey. Blunden (2000) attempted to capture mentors’ beliefs in a quantitative study at the University of Melbourne. extra mural or co-curricular ) b. develops and concludes it are some of the critical skills the student teacher should have and lastly c. evaluation. Patricia Wambugu et al. self confidence and create an aware of organization. Syed Manzar-Abbs and Lijiehu (2013) in their study of various practicums of different countries recommended that mismatches between mentors and mentees should be resolved. Whilst a lot of literature has addressed on the roles of mentoring and mentors very little has been publicized on what mentors conceive of their role(s). with some regarding them as helpful and others viewing them as of little help. Whilst the utility of mentoring to improving teacher practice has been extensively debated in literature mentors’ beliefs and experiences have received less attention. teaches and coaches a mentee. the difficult and rewarding aspects and skills they tried to develop in mentees. This paper therefore explored the views. the major argument of this current study is if ever the mentoring process is to be effective an inside view of what mentors perceive of their role should be established. www. The overarching question underlining this study however is.2007). 2005. what they perceive of student teachers and their college/university lecturers. The study established that mentors believed that they played two major roles namely relationship and technical.. professional interaction and involvement and seeing the students developing. In a study on teaching practice generated stressors in Zimbabwe Mapfumo. how do mentors perceive of themselves. Ideally. the sub-problems to be addressed are. remedial work for students who will have encountered challenges and difficulties. Alexander and Alexander (2012) bemoaned that lack of information in mentoring creates a gap on how to make effective improvement in teaching and this study is premised to fill up the gap. On the contrary they complained of too much paperwork. In simple terms the student teacher is helped to develop into a mature. what are the mentors’ beliefs. the student teacher has to be assisted on how he/she conducts him/herself professionally. Against this backdrop of a thirst of literature on mentors the major question to be answered by the study is. sharing information/knowledge. Shah. This covers dressing. Lack of time. attitudes and experiences of student teachers on teaching practice? Thus. Mentors however felt that they developed in student teachers skills such as. Relationship roles include the support and encouragement they give to students while technical roles range from planning to successful teaching. documentation. critical analysis. In another study student teachers perceived mentors as relief teachers and others did not have confidence in them (Maphosa et al. In most cases mentors are thought of and rarely do they express their voices with regard to mentoring. extension work for those who will have excelled. Zimbabwe the novice teacher or student teacher will be attached to a mentor. The study skirted around the views of mentors.. Villani (2009) describes a mentor as someone who helps. guidance from the university and developing an effective relationship were cited as some difficult aspects of mentoring. help. Kiggundu and Nayimuli (2009) on the other hand presented different student views from South Africa with regard to their mentors. Whatever students perceive of their mentors most studies acknowledge that mentoring is critical to the development of an effective teacher (Pogrund & Cowan. beliefs and experiences of the mentors of the mentoring exercise and student teachers in particular. The study requested mentors to present their beliefs on their roles. scheming. how do mentors perceive of their role? What are their experiences of mentoring students on TP? What suggestions can be made to improve on the current TP effectiveness? The results of the study are intended to add value to the current discourses on teaching practice and/or mentoring with a view to craft effective mentoring policies and practices. The study established that mentors define their roles as that of providing support. effective and efficient professional. Chitsiko and Chireshe (2012) specifically looked into the perspectives of student teachers and ignored the views and plight of mentors. 2013. Mostafa. guides.

knowledge and values mentors accrue from the engagement and interactions they have with student teachers and how the best can be made from the encounter or interaction. Despite their laziness they still pass the course. Understanding mentors’ experiences and beliefs helps us identify some of the skills. And the saddest story about them is that their colleges do protect them. allowing him to get a deeper understanding of what mentors believe of the efficacy of teaching practice. Zimbabwe II. www. Thus. thus. In this case the positive interaction of both the mentor and mentee the more knowledge both are going to have at the end of the interaction process. muidzo uya. Student teachers as novice are likely to gain and acquire the trade skills from experienced mentors and the mentors are also going to benefit from the mentee. The theory stipulates that knowledge is a social construct and individuals learn from each other through interaction. The mentor gains from the ST and vice versa. These student teachers don’t scheme. The more the individuals interact with the knowledgeable others the more knowledge they will acquire. You have to work for them. The most surprising thing is that students who play those games pass the course and you really wonder why and how lecturers assess and grade them. and that of others whom they interact with. Methodology The study adopted a qualitative approach. Otherwise they are the same. That’s a tempting experience with the caliber of students coming from college these days it’s really a trying experience-one will never forget.When asked about how they viewed the process of mentoring in general. This is what Vygotsky describes as the zone of proximal development. general perceptions of mentorship. The number again is manageable to allow the researcher to carry out the semi-structured interviews. In this case only mentors were targeted. One of the participants lamented. plan nor teach. However. The interviews were adopted to enable the mentors to tell their own side of the story. You could be lucky to get a hardworking personality. Pseudonyms for participants were adopted and used wherever possible in the study to safe guard anonymity and confidentiality. Thus. This assists greatly in designing and producing a very effective and efficient teacher development programme. Findings Data from interviews were categorised into themes namely. Participants were asked whether that is associated with a college or university because some schools receive students from various colleges. cooperation is critical if ever members are to be engaged in this social interaction. skills or anything new learnt from student teachers and how the process can be improved. The idea was to get first hand information of mentors. the relationship is symbiotic. Understanding beliefs and experiences calls for a dialogue between the participant and the researcher which can be yielded effectively by using qualitative methods. this can be effectively unearthed through prolonged qualitative discussions with mentors. Theoretical Framework The study was informed by Vygotsky’s (1978) socio-cultural theory. IV. knowledge and beliefs. III. It is critical that the mentoring process can be improved once mentors reveal their experiences and belief as net worth knowledge of their interaction with student teachers. That is almost the trend with all colleges.dynamicresearchjournals. Creswell (2012) argues that qualitative studies use non quantitative data such as pictures. Whether assessment is based on politics of patronage or not? To support the above views one participant presented her story. Interviews which lasted from thirty minutes to one hour permitted the interviewer to probe further.org 13 | P a g e . Data from interviews were tape recorded and presented as thick descriptions for thematic analysis. skills shared. It is only through face to face interviews that mentors can tell their own stories of the experiences they have through their encounter with mentees.2003). Mentors construct knowledge of who they are. mentorship roles. Two of the participants intimated that: Iiii. their experiences with student teachers and what they think should be done to improve on the current state of TP in Masvingo. In this case participants’ narrations of what their beliefs and experiences of TP will be captured. this can only happen when there is cooperation between the two. Experiences and Beliefs of Mentors Towards Student Teachers on Teaching Practice in Masvingo. their roles. Only ten mentors will be conveniently selected. A case study design was used with a view to have a better understanding of the experiences of mentors in Masvingo (Yin. The number permits that the data would not be too large to handle. There were divergent views with regard to how mentors perceive of mentoring . vignettes and thick description. They are very lazy. The socio cultural theory thus informs the study in that as mentor and mentee interacts there is a construction of experiences. Thus. most mentors expressed that the experience brought very sad memories. The accumulation of knowledge is not an isolated experience.

Whilst it should benefit the student teachers. knowledge and values of the trade. When you are absent you really feel that pupils are in the hands of a teacher. They can transform the learning environment in the classroom]. Worse still on the command of English! Aaa you really wonder what sort of a teacher that person will be. They concurred that TP was quite beneficial Mentorship roles On the roles they perform as mentors.” Another participant concurred that it’s not only English but pedagogies and didactics that they lack.org 14 | P a g e . Participants were asked to indicate on how they conceive of the benefits of mentoring. The excerpts do indicate that mentors do have reservations on the quality of training students pass through some institutions. “The student really works hard. One participant could not mince his words. They just pass anyone who doesn’t deserve. Experiences and Beliefs of Mentors Towards Student Teachers on Teaching Practice in Masvingo. Vanoshanda zvokwadi vana ava[They really work hard. for no apparent reasons. Mugo went on to say that. Whilst students spend some time at the college/university learning the theory and practice of teaching as well as content knowledge mentors have some reservations on the credibility of training. It’s disaster I tell you! Teachers were produced long ago during our days. They don’t know how to teach. What kind of teacher material will they be and what will be of the learners? The same participant however pointed out that. Shumba & Shumba (2007) who indicated that students viewed mentors as relegating their duties on them and thus treating them as relief teachers. The excerpt indicates that although some participants indicate that there are some lazy students other student teachers are hardworking. The excerpt indicates that hardworking and committed students are rare though a few can be found. plan and teach. John (pseudonym) passed the course when one who was hardworking was given a border line mark. You really know that you have someone. Mapetere and Madungwe (2017) who established that some student teachers are workaholics despite the ordeal environments they sometimes operate under. The views expressed by participants show that teaching practice is perceived with some reservations. She lamented . The above views from mentors indicate somehow on the personality of student teachers’ work ethics. That’s destroying the nation. The school head had this time arraigned them[students] to his office and reprimanded them strongly. So when lecturers give students what they deserve we are happy because passing someone who does not deserve will send a very wrong signal. some mentors who had a different perception of the whole exercise. What is little known is how lecturers feel about the quality of students recruited and how they would teach them to ensure that they master the skills. One such participant had this to say: Mentoring brings to me good memories of a hardworking student teacher attached to me last year. One mentor indicated that some student teachers are really hardworking. an assistant. assessment validity and credibility and future work prospects of these teachers. She was very lazy. If that happens even mentors lose respect from these students. I was really happy to see one of the students failing. One male mentor had this to comment about his mentee. You really wonder what they will doafter training. This one is rare specie”.dynamicresearchjournals. The sentiments were also shared and supported by Mugo who gave her side of the story. learners and to some extent the mentors themselves it becomes a horrible and frustrating experience. You really wonder what will be the fate of these students after the course. That child was very hard working. This was revealed by Makaye. Zimbabwe On one occasion the whole school was really shocked when one student teacher. One head had to send back a lazy student to the college after lecturers passed him. On what could be the reason for such attitudes some blamed the colleges for not being strict with students. You would wish she teaches your own children. ever punctual and dedicated to her work. She was very committed. “Universities are to blame. One remarked: www. She is very different from what we hear of other students who are lazy. There were however. He had this to say. she was very amused when the lecturers come and fail some of the students. End of last year we were asked to indicate those who would want student teachers none of us indicated in support except two lazy ones but whom you really wonder what sort of help they would give to the students. The views are contrary to that of Maphosa . The student was very rare. These mixed feelings about teaching practice have also been observed by Kiggundu and Nayimuli (2009) who established that mentees believed that they gained a lot from mentors whereas others thought otherwise. she could absent herself unnecessarily. Not these days when almost everyone is just promoted and passed but very soon the repercussion will soon catch up with us. almost all participants indicated that they guide the student teachers on how to scheme. This was the same when a very lazy person was given a distinction by the external assessor.

school and colleges. Any new pedagogy? The study attempted also to find out whether mentors do have anything they have learnt from mentees. the frequency of the supervision. This will safeguard against unruly behavior on the part of the students www. said one participant. On the contrary the other one has this to say. Perhaps that could be exacerbated by the fact that university students are not given a stipend when they are on TP. develop it and conclude. Most of them concurred that they learnt a great deal from the students. They can write using any colour or font size on charts for infants if not guided. give advice to save her marriage. work hard and forget about some of the dirty tricks.dynamicresearchjournals. “There are some who come from under privileged families who are in need of financial support and the school or local authority should do something especially those who work hard.org 15 | P a g e . The participant indicated that they work in loco parentis and hence consider the students as their own children. There were some conflicting views as one participant believed that student teachers assisted them on interpreting the curriculum and the other felt that students were just novice who needed such guidance from a qualified mentor. the number of lessons they teach per week. Experiences and Beliefs of Mentors Towards Student Teachers on Teaching Practice in Masvingo. There were also sentiments that the colleges should frequently organize workshops with mentors on their expectations. etc. “My student teacher brought new strategies and some ECD games new to me and I am very happy about that”. and supervision expectations. Sometimes these students have problems-both social and professional and as a mentor you have to counsel them lest they drop or even commit suicide. Sometimes she comes on the weekend to work on her charts.” Another participant said that she was introduced to some new pedagogy from students. If those in the field have challenges what about the students?” What it implies however is this that if both the mentor and mentee share their experiences that can benefit both of them and the student in general. There were sentiments however that they only do that when the student teacher is open. Another participant cited a case of financial problem as one area students are counseled on. “With the new curriculum you find out students come with new ideas from the college especially about the new curricular so they assist us. and college The study also sought to establish from participants the advice they would give to the college. how they should be supervised. This also covers even on how to introduce a lesson.” Whether mentors were not reneging their coaching roles to student teachers or providing them with the autonomy is another grey area. “We have to help the students interpret the new curriculum. They insisted that students should work hard and be focused on their college work and nothing more. “She comes early and leaves late. “Some of these students want to compare themselves with qualified teachers who are paid and as a result they ended up incurring debts or do whatever sorts of dirty things to get money. Skills shared The study sought to establish the skills mentors also share with mentees. You really feel sorry for such students”. As a result I have developed also such an attitude especially these days when most teachers are demoralized by meager salaries. “We want them to be well behaved. There is need for some workshops by the colleges on their expectations and guidelines.” Advice you may give to improve on the process: to the student. The area of chart making is one other area students have problems. One participant indicated that schools or teachers that have student teachers are lucky as they are always kept abreast of the new current issues in pedagogies and changes from colleges and universities. the old dogs”.” They also suggested that schools should support students in terms of stationery and to some extent a stipend considering that university students do not get any financial support from the government. When someone has social problems s/he does not work well. One participant had this to say. classroom. Another participant has to openly acknowledge that he was humbled by the commitment of his students to duty. Skills/lessons learnt from students. Most mentors gave parental advice. said one mentor. One participant indicated that she plays the role of a counselor. Zimbabwe When they come from colleges they don’t know how to scheme and plan so we have to teach them how to do this. I have really learnt a lesson. I remember one who had a misunderstanding with her husband I had to intervene. So we have to assist them”. “If you receive competent and hard working students regularly the school and pupils tend to benefit immensely but if you happen to be unlucky and receive lazy ones you will leave to regret. She said that. especially in the area of ECD (Early childhood development). school. “You know some of us are now too old to compete with young ones in sporting areas so you find out that student teachers help us a lot to train our sporting teams.

where we don’t usually expect visitors”. Thus. It was revealed from the participants that one school head decided to approach one institution in a bid to bar it from sending students to his school. In a way mentors are found to be in loco parentis. It was established that when students have social problems they are likely not to perform well at work. It was revealed that although student teachers come with a lot of theory from college the majority of them get assistance from mentors on scheming. Experiences and Beliefs of Mentors Towards Student Teachers on Teaching Practice in Masvingo. if mentors and mentees www. they indicated that student teachers can bring new pedagogies from colleges. The study revealed that mentors believed that they also share and learnt something from mentees. “We really appreciate the university for its sacrifice to visit students even in remote schools like ours.dynamicresearchjournals.”The general observation was that mentoring requires two individual who are supposed to engage in a kind of relationship in which they both benefit. issues to do with the new curriculum were some of the examples student teachers can learn from mentors. Mentors were skeptic with how student teachers discharge their TP duties. There were revelations that mentors also counsel students on quite a number of occasions on how they can present themselves as professionals as well as good citizens. Findings however indicate that other lecturers supervise student teachers with impartiality and that concurrence in assessment brings relief to mentors who perhaps would have pointed out the strengths and weaknesses of the student previously. This attitude has influenced mentors to perceive the noble exercise in a negative way. The participant was making reference to the university which deploys its students all over the country despite the geographical or economic terrain. Such guidelines will allay such things. What it implies is that student who display bad professional etiquettes such as laziness put their institutions into disrepute and as a result the institution loses its credibility. Such experiences bring solace to mentors when lecturers complement their supervision. Ideally. Mentors admitted that student teachers play an active role in sporting. dressing and commitment as some of the constructs they help to develop in STs. One mentor indicated that some STs could hardly make charts for infant classes as they come from college. Another participant raised this. Such controversies and partial supervisions have caused mentors to raise their eye brows when university lecturers pass someone whose work seems to be below the grade. Participants cited professional ethics such as punctuality. It is a kind of give and take relationship. The study revealed that mentors assist student teachers in one way or the other on both the professional and social sides. Some mentors have shifted the blame on the universities/ colleges which they think are just passing students who do not deserve. Most colleges expect students to engage in co-curricula activities hence students have to excel in these areas. “…these students are like my children so I can’t just let them behave somehow. mentors model good professional ethics. planning. Zimbabwe and mentors as well. V. Whether student teachers accept this kind of treatment is another Pandora’s Box. However. The attitudes of STs leave a lot to be desired as some elicited a care free attitude and others performing exceptionally well. “You really wonder how lecturers pass such a student with a distinction”. They may accept it or not but I will have played my role”. “whilst colleges supervise students we appeal that they also do that without favour. They can go out their way to leverage STs on how they can meet the ends since university students in particular do not receive any financial help from the Government. One can decide to take or leave. a condition to this as one mentor remarked. Sometimes students are intimidated and others are awarded marks/grades they don’t deserve. The issue of student teacher assessment has been viewed by Mswazi. Most participants acknowledged that student teachers help greatly in sporting activities.org 16 | P a g e . Mind you there are some mentors who take students as relief teachers. It’s unfair for lazy ones to be awarded high grades or distinctions in some cases at the expense of hardworking one. chart making and lesson execution. Another mentor had this to say. That is on their daily execution of the demands of the trade and on how they can be good social – cultured citizens. I am obliged to guide them wherever possible. Examples were drawn from early childhood education (ECD). Makaye & Mapetere (2012) as a source of axiological and epistemological controversies particularly when objectivity is compromised. The discussed roles played by mentors affirm Blunden’s (2000) assertion that mentors play two major roles namely relational and technical. It was also revealed that mentors counsel students on personal issues such as love and marital affairs as well as on how they can integrate with others. There was however. “You only assist when one opens up his/her problems to you. says one participant. Admittedly. In most cases mentors use the same supervision instrument used by the lecturers hence their observations should more or less be congruent. Kiggundu & Nayimuli (2009) in their study established that most student teachers join teaching as a last resource and hence dispose off a care free attitude. In support of this one participant had this to say.” Participants were however grateful to the colleges for their sacrifices to visit students regularly. Discussion of findings Results from the study indicate that mentors viewed the whole mentoring programme with skepticism. Let’s give students what they deserve if we are to mould them into competent teachers.

References [1]. be concluded that hardworking and committed student teachers constitute a very small fraction of the majority. Rethinking the place of the practicum in teacher education. Makaye J. (2009). Student Teachers’ Perceptions Towards Teaching Practice Assessment. Kiggundu. 4. (2011). Kufakunesu. Recommendations Thus.handle. The study also revealed that mentors are concerned about the welfare of student teachers. attire. E. M. (2000). J & Dekeza. (2013). 29.org/10. 24. (2013). W. Experiences and Beliefs of Mentors Towards Student Teachers on Teaching Practice in Masvingo. Realizing that they are not given any support from the government mentors urged and appealed to the schools/ responsible authority to provide student teachers with all the necessary stationery they would want and some financial support and wherever possible.. Workshops to this effect can be held. 14(1).dynamicresearchjournals.14221/ajte.. Conclusion From the findings and discussion above it can be concluded that the teaching practice exercise is viewed with mixed feelings. R. Qualitative inquiry & research design. Review of Education Research. Lunenburg. VII. And Administration. Kiggundu . Contrary to a study by Maphosa et al. Anything short of this results in mentors viewing the process in a negative way. Creswell J. CA: Sage [4].2000v25n1. When student teachers are found short of these mentioned qualities mentors and schools do not welcome them. [7]. Over and above. [9].doi. stipulating their expectations. This concurs with Wang & Chin (2007) who indicated that although mentors offer the practice teachers opportunities to teach they consider seriously the learning of their students.net/123456789/6956) [5]. M. The deployment of hardworking students gives them some learning episodes in their teaching careers as teachers. South African Journal of Higher Education. International Journal of Management. Ingersoll. Thousand Oaks. E. It can however. http://dx. the number of lessons they should teach per day/week. Such experiences were applauded and participants would wish if training institutions would deploy such students to all parts of the country for equity of opportunities to learn. commitment and collegiality. Self-efficacy in the workplace: implications for motivation and performance.. Teaching practice in the Greater Vaal Triangle Area: The student teachers experience. Teaching practice: a make or break phase for student teachers. the study recommends that colleges should provide clear guidelines on mentorship.Ed Thesis for Addis Abba University (http://hdl.upenn.1 [2]. International Journal of Innovative Research & Development. 25(1). Zimbabwe share both their knowledge and skills they are likely to benefit and eventually that may improve student achievement. M. (2007) where students blamed mentors for leaving classes on them it was found out that mentors do not perceive STs as relief teachers though at times they may leave them in charge of classes when absent.cgi?article=1127&context=gse_pub [6]. Student Teachers’ State of Preparedness to Teaching: A Case Study of Hurungwe District in Zimbabwe Dynamic Research Journals’ Journal of Economics and Finance (DRJ-JEF) 2 (1): 12-21 www. This process should be based on mutual understanding.edu/cgi/viewcontent. or other school supervision. The whole process is symbiotic which calls for mutual understanding between mentor and mentee and school and college/university. some mentors indicated that they had good experiences of student teachers and the whole teaching practice process. (2011).S (2017).511-524. Professional Assessment or Fault Finding ? Attitudes of student teachers on teaching Practice Towards Supervision in Masvingo Province. South African Journal of Education. 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Demeke Alemayehu Agegnehu (2014) Factors Affecting Teachers’ Work Motivation In Kirkos Sub-City Governmental Primary Schools In Addis Ababa City Government. To motivate student teachers school authorities should be given the authority to recruit some of their former student teachers after graduation. & Strong. Blunden. 345-358 [8]. & Nayimuli. Dzingo. [3]. School authorities and/ or government should give financial support to student teachers on teaching practice. [10].(2010).ISSN:2278-2111 (Online ). These should include students’ professional contact.org 17 | P a g e .

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