Mentoring of Pre-Service Teachers

Abstract

This chapter uses a qualitative research approach. It follows an interpretive constructionist paradigm. This approach emphasizes the idea that human knowledge is a human construct, and the chapter examines the world of lived experience from the point of view of pre-service teachers. Method used in collecting information was through literature review. The purpose of this chapter, therefore, is to argue for the mentoring of pre-service teachers. Topics covered are mentoring and professional development; teachers' rights and obligations; factors that discourage pre-service teachers to pursue teacher education; teacher recruitment strategies; teacher autonomy; as well as dealing with diversity and bullying in schools.