Go to AfricaBib home

Go to AfricaBib home Education in Africa Go to database home

bibliographic database

Line
Previous page New search

The free AfricaBib App for Android is available here

Periodical article Periodical article Leiden University catalogue Leiden University catalogue WorldCat catalogue WorldCat
Title:An assessment of the efficacy of the tripartite student teacher mentoring scheme in Zimbabwe's Masvingo region
Author:Chauraya, EfirithaISNI
Year:2006
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:18
Issue:3
Period:December
Pages:398-408
Language:English
Notes:biblio. refs.
Geographic terms:Zimbabwe
Southern Africa
Subjects:teacher education
education
Student teachers
Teachers--Training of
Mentoring in education
Abstract:In Zimbabwe, the mentoring scheme of teaching practice in colleges of teacher education came into being in January 1995. This paper analyses the efficacy of the tripartite relationship between the mentor, the lecturer and the student teacher in teacher education when the students are on teaching practice with a view of examining its impact on the student teacher in Masvingo region. The three colleges under study are all involved in the preservicing of primary school teachers. Key areas covered by the research questions are: college input into teaching practice, the role of the lecturer and the mentor, and the future of the attachment programme in Zimbabwe. The paper employs a descriptive survey method and the research instruments used include questionnaires and interviews. A study sample of 80 mentors, 32 lecturers and 65 student teachers was selected. The findings reveal that the key players of the programme hold different conceptions of the teaching practice; hold different interpretations of college guidelines; and hold different conceptions of their roles which adversely affect the efficiency of the tripartite relationship. Recommendations include the need for a democratic and professional relationship among the three members of tripartite relationships, and the need for more dialogue between the lecturers and mentors in particular, so that their roles are complementary. Bibliogr., sum. [Journal abstract]
Views