Effectiveness of Teaching Practice Mentoring in Primary Teacher Training Colleges in Zimbabwe

Abstract

This study sought to establish the effectiveness of mentoring to student teachers on teaching practice in primary schools in Zimbabwe. Previous studies revealed that no workshops or training were given to mentors by colleges to equip them with the skills and enlighten them on what is expected of mentors. The study thus, endeavoured into establishing how the mentors carried out their roles of mentoring without orientation. A qualitative approach was employed using face to face interviews to collect data from a sample of 20 participants from 5 schools with student teachers under their mentorship. Literature states that mentoring is meant to promote the growth and development of the beginning teacher to improve student learning and model how teaching and learning activities should be carried out. Findings of this study indicate that there is need for orienting teachers on how to effectively carry out their duties as mentors. The current study recommends serious collaboration between schools and colleges to equip mentors with the skills of mentoring and provide clearly documented guidelines for college expectations.