Challenges and Prospects for School Based Mentoring in the Professional Development of Student Teachers in Zimbabwe: Academics, Mentees and Mentors Perceptions

In this qualitative study we sought to establish the usefulness of school based mentoring in the professional development of student teachers in Zimbabwe using schools in Masvingo urban as case studies. The central question guiding us in this study focuses on what student teachers and their mentors felt towards the current school based student teachers practicum supervision. Many contemporary authorities believe that an effective teacher training programme can be ensured when both the school and the college (department of teacher’s training) work in tandem. They argue that whereas the college plays a leading role during the days of classroom-based theory exposition, this leading role is subsequently ceded to the field or school-based mentor. In the college, students are fed with theoretical concepts of the teaching and learning process. But these theories mean nothing if they do not guide practice. How then can we ensure that theories guide practice? Traditionally teaching practice (without mentors as we know them today) has been believed to be the best way of attaining this goal. In this study, most participants felt that both the college lecturer and an experienced and knowledgeable person in the school compound should supervise students on teaching practice. They agreed that school based supervision is of great value as it plays a critical role in the development of student teachers, but still it requires enough resources and the complementary role of the college professional supervisor.