PGDE Students’ Experiences with Mentors during Teaching Practice in Secondary Schools in Harare

Description

Page: 375-383

Sophie Hlatywayo¹ and Lincoln Hlatywayo² (Department of Educational Studies, Zimbabwe Open University, Harare, Zimbabwe¹ and Department of Educational Studies, National University of Vanuatu, Port Vila, Vanuatu²)

This study explores the mentoring experiences of Postgraduate Diploma in Education (PGDE) student teachers within secondary schools in Harare. The study adopted an interpretivism philosophy and employed a qualitative approach with a case study research design. The population consisted of PGDE student teachers and mentors, from which a sample of 20 PGDE student teachers and 10 mentors were selected through purposive sampling to provide in-depth insights into their experiences. Two major findings emerged: first, PGDE students reported significant challenges related to inadequate mentor support and poor communication, leading to feelings of isolation and professional insecurity. However, positive experiences were also noted, though minimal, which reveal supportive mentoring, fostering collaborative learning, providing growth opportunities, nurturing positive relationships, and offering recognition. The mentors acknowledged the lack of training to implement effective support systems. The study concludes that a collaborative mentoring model is essential for fostering positive mentor-mentee relationships and that professional development for mentors is critical to enhancing their skills and support for student teachers. The study recommends that secondary schools and teacher development institutions plan and implement formal mentoring training programs for mentors. They should also develop a mentoring model for secondary schools that will ensure consistency across mentoring experiences to enhance the professional development of both mentors and mentees.