Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

Jita, Thuthukile; Munje, Paul Nwati

doi:10.5430/ijhe.v11n1p140

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…Mentor teachers are available, especially when pre-service teachers are in the classroom teaching, to encourage, guide and see their strengths and weaknesses to know how to correct them. According to Jita and Munje (2022), the availability of mentor teachers is essential in preparing pre-service teachers to become professional teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Lastly, S3 said they were able to overcome challenges encountered in teaching BS by working with a mentor teacher. The implication is that, according to the participant experience, the presence of a mentor teacher is crucial (Jita & Munje, 2022).…”

Section: The Use Of Practical Examples As a Solutionmentioning

confidence: 99%

“…According to observations from pre-service teachers and literature, the teaching of Business Studies (BS) in South African high schools confirms some of the challenges business Studies teachers encounter while delivering the content of the subject and its relevance to students and in the real world (America & Skelly, 2021). The problem of the study is the lack of mentor teachers' support towards pre-service teachers who teaches business studies during teaching practice (Jita & Munje, 2022). The study is essential to pre-service teachers specialising in BS and the country, especially in the economy.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the trajectories of preservice teachers' preparation in Business Studies and its impact on their teaching practice experience in South Africa

Adebola

Okwara

2023

IJRBS

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The successful training of preservice teachers in South African universities will be incomplete without the intervention of high school teachers, principals, and other stakeholders in education. It has been discovered that preservice teachers who teach Business Studies (BS) as one of the Economic and Management Sciences (EMS) subjects during teaching practice (TP) do not get enough assistance from their mentor teachers as they ought to because they are overloaded with much teaching work at this time. Therefore, the study aims to explore the different trajectories that preservice teachers take in their preparation for teaching Business Studies, the challenges 4th-year preservice teachers who specialise in EMS subjects encounter, how they overcome them, and how these trajectories impact their teaching practice experience. Overall, the study seeks to improve the quality of Business Studies education in South Africa by providing insights into the preparation and experiences of preservice teachers. Six fourth-year preservice teachers who taught Business Studies in Grades 10 and 12 were selected for the study to reflect on their experiences during teaching practice; hence, reflection was used as the data source for the study. Experiential learning theory was used as the lens of the study. At the same time, the interpretivism paradigm was adopted to understand individual preservice experiences. A case study was used as the design, and thematic analysis was adopted to analyse the data generated. The study found that preservice teachers who teach BS during TP face challenges such as a lack of Learning and Teaching Support Materials (LTSM), being assigned too much work to do, and the fact that BS has too much content to teach. Despite the challenges, these preservice teachers were creative enough to develop solutions, like designing posters without teaching resources and using practical examples to explain content for better understanding and parental involvement in class decisions such as discipline.

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Section: Discussionmentioning

confidence: 99%

Section: The Use Of Practical Examples As a Solutionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the trajectories of preservice teachers' preparation in Business Studies and its impact on their teaching practice experience in South Africa

Adebola

Okwara

2023

IJRBS

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“…Other studies have employed qualitative methods to examine the relationships between mentors and mentees (e.g., (Izadinia, 2016;Sokhulu, 2022)) and the factors that influence the effectiveness of the mentoring experience (e.g., (Jita & Munje, 2022;Muyengwa & Jita, 2020;Ndebele & Legg-Jack, 2022)).…”

Section: Assessing Pre-service Teachers' Perceptions Of Their Mentori...mentioning

confidence: 99%

The mentoring experience of Jordanian pre-service science teachers

Sabah,

Marei

2024

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The purpose of this study is to examine Jordanian pre-service science teachers’ perceptions of their mentoring experience using the five-factor model of mentoring (personal attributes, system requirements, pedagogical knowledge, modeling, and feedback). This study uses a descriptive survey research design, and the Arabic version of the validated Mentoring for Effective Primary Science Teaching (MEPST) survey was administered electronically to collect responses from 49 participants. The data was summarized using descriptive statistics, and t-tests were conducted to test for significant differences in the perceived mentoring experiences between male and female Jordanian pre-service science teachers. The study supports efforts to validate the Arabic version of the MEPST survey. The means of the participants’ perceptions of mentoring were relatively high, greater than four on a five-point Likert scale, indicating that the pre-service teachers perceived their mentoring experience as positive based on the five factors. No statistically significant differences were found in the perceived effectiveness of the mentoring experiences between the male and female pre-service science teachers. The study findings have several practical implications and suggested directions for future research. Researchers are encouraged to investigate mentors’ perceptions and practices related to effective mentoring, and research on identifying and understanding school factors that may influence the effectiveness of mentoring in schools is also needed.

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Mentor teachers’ and student teachers’ experiences on teaching practice: an influx of teachers in training

Zondo,

Adu

2024

Eureka: SH

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This study examined mentor teachers' and student teachers’ experiences in teaching practice and examined how student teachers can be prepared to meet mentor teachers’ expectations. This interpretive qualitative case study purposively sampled three secondary schools, and in each research site, two student teachers and two mentor teachers were sampled respectively. Semi-structured face-to-face interviews and focus group interviews with student teachers and mentor teachers were used as data collection methods. The findings reported that participants perceived teaching practice as an important exercise for student teachers and this is where student teachers receive in-service practical in-house training to apply pedagogical theoretical knowledge into practice. Mentor teachers were not pleased by the unprofessional behavior, demonstrated by student teachers, and thus perceived teaching practice value as depreciating. The large number of student teachers, placed in the schools, was overwhelming and mentors felt overcrowded. The findings revealed that mentor teachers felt insufficient as they did not understand their role as mentor teachers. The mentor teachers perceived modules, offered in universities, as rigid and outdated, thus suggested the introduction of coding and robotics subjects in their module packing. Inversely, student teachers were reported discouraged and unhappy as mentor teachers perceived them as a relief, and learner indiscipline emerged as a problem for all student teachers. Quality of learners was a concern for student teachers and remarkably, daunted/killed their love and passion for the teaching profession. The study recommends a relationship between teachers' training institutions, schools, and the Department of Basic Education and workshops for mentor teachers.

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Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

Cited by 4 publications

References 29 publications

Exploring the trajectories of preservice teachers' preparation in Business Studies and its impact on their teaching practice experience in South Africa

Exploring the trajectories of preservice teachers' preparation in Business Studies and its impact on their teaching practice experience in South Africa

The mentoring experience of Jordanian pre-service science teachers

Mentor teachers’ and student teachers’ experiences on teaching practice: an influx of teachers in training

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