Subject mentors’ capabilities when mentoring pre-service teachers during teaching practice

Abstract

This study explores the capabilities of subject mentors in mentoring pre-service teachers during teaching practice. Teaching practice is recognised globally as a formidable experiential journey which every intending teacher must undergo before being recognised and certified as a professional teacher. While there is a broad consensus on the importance of teaching practice in the training of new teachers, the studies that investigated the capabilities of subject mentors in providing adequate guidance to pre-service teachers are few. This study employed qualitative research design. Sixteen Subject Mentors were purposively selected for observations and interviews from eight secondary schools located in Ubombo District of KwaZulu Natal. The researchers observed pre-service teachers teaching in the presence of their subject mentors. The subject mentors were later interviewed to get their views on the performance of pre-service teachers. The study found information supplied by subject mentors not in conformity with the researchers’ observation. The study, therefore, recommends, among others, that universities offering teacher training programmes are to involve the schools when designing contents for teaching practice modules

Key words: student teachers, teaching practice, observation, professionalism