Towards a model of teaching practice experience informed by mentoring practices drawn from African indigenous knowledge

Abstract

The study investigates the interrelationships between teaching practice experience and the training of traditional healers amongst the Batlokwa and Bakwena communities in Madikwe, the North West Province in South Africa. The article uses a participatory and case study approach to determine aspects of convergence and divergence such as content, mode of teaching/training, ways of assessment and final determination of completion of the training. The authors argue that there are areas from which both practices can benefit.

Keywords: African Indigenous Knowledge, Teaching practice experience, mentoring