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Good and Bad Mentoring: Field Experiences in Pre-Service Teacher Development in Zimbabwe
Abstract
Current theory on mentoring desc ribes the process as a mutual learning
relationship in which both the mentor and the mentee gain knowledge while on the other hand there is the traditional model in which the mentor is considered the source of wisdom, guidance and expertise. This study sought to find out what Bachelor of Education Pre-service (Primary) student teachers considered to be good mentoring and bad mentoring. The student teachers had completed one year of Teaching Practice (TP) and were in their fourth and final year at Great Zimbabwe University (GZU). A case study design was employed and qualitative questionnaires gathered data from a purposive sample of 40 out of a group of 45. Eight conveniently sampled students participated in a focus group interview.
Data analysis was based on theme identification. Results indicate that student teachers valued communication where mentors would provide feedback by discussing openly with them their strengths and weaknesses. In addition, participants valued mentors who put into consideration the social needs of the student teacher in addition to the real teaching issues. Participants also described bad mentors as those individuals who neglected their own roles such as regularly guiding and facilitating the student teachers’ learning. The responses demonstrated a need for careful selection of mentors as well as regular workshops on good mentoring.
relationship in which both the mentor and the mentee gain knowledge while on the other hand there is the traditional model in which the mentor is considered the source of wisdom, guidance and expertise. This study sought to find out what Bachelor of Education Pre-service (Primary) student teachers considered to be good mentoring and bad mentoring. The student teachers had completed one year of Teaching Practice (TP) and were in their fourth and final year at Great Zimbabwe University (GZU). A case study design was employed and qualitative questionnaires gathered data from a purposive sample of 40 out of a group of 45. Eight conveniently sampled students participated in a focus group interview.
Data analysis was based on theme identification. Results indicate that student teachers valued communication where mentors would provide feedback by discussing openly with them their strengths and weaknesses. In addition, participants valued mentors who put into consideration the social needs of the student teacher in addition to the real teaching issues. Participants also described bad mentors as those individuals who neglected their own roles such as regularly guiding and facilitating the student teachers’ learning. The responses demonstrated a need for careful selection of mentors as well as regular workshops on good mentoring.
