Mentoring in a Cohort Model of Practicum
Mentors and Preservice Teachers' Experiences in a Rural South African School
Bibliographic Data
| ID | 3393655 |
|---|---|
| Authors | Tabitha Grace Mukeredzi (0000-0001-6841-6756, Durban University of Technology, corresponding author) |
| Year | 2017 |
| Volume | 7 |
| Issue | 2 |
| Publication date | 2017-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244017709863 |
| OpenAlex | W2618057260 |
| Language | EN |
| Citations received | 3 |
| References cited | 19 |
Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at one school, living alongside the community, and sharing residential facilities with teacher educators in a rural context. This article reports Bachelor of Education students' and mentors' school-based mentoring experiences during a 4-week residential practicum in a rural setting. Data generated through in-depth group discussions with students and mentors were analyzed using content analysis. Experiences revolved around professional support, lesson observations and feedback, collaboration, and modeling. Notwithstanding that mentors were a source of wisdom in practical knowledge for students, they gained valuable professional knowledge around teaching styles and learner engagement from students. Collaborations rejuvenated mentor practices and stimulated their reflection, enthusiasm, and passion for work. Nondevelopmental experiences related to poor mentor communication, lack of modeling lessons, and objectivity in feedback. Although the overall impression from participants was positive, there is evidence of unequal mentor-mentee relationships and failure to construct the mentoring process as a journey of initiation into the preservice teacher's life role. I illustrate that in-school mentoring in the South African education context may be enhanced, if school-based teacher educators are exposed to mentoring practices and school-based supports through comprehensive ongoing training to better prepare them for supporting not only preservice teachers but also novice teachers
Educational leadership · Enthusiasm · Faculty Development · Medical education · Pedagogy · Practicum · Professional development · Teacher education · Teacher Leadership · Collaborative Teaching and Inclusion · Innovative Education and Learning Practices · Medicine · Mentoring and Academic Development · Psychology · Social Psychology
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Recruitment of rural teachers in developing countries
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Mentoring as a journey
Towards a collaborative, interactionist model of teacher change
Approaches to Social Research
| Citations per year | 0.43 |
|---|---|
| Citation span | 2019 - 2025 (7) |
| Highly cited | No |