Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/920
Title: An assessment of the efficacy of the tripartite teacher mentoring scheme in Zimbabwe's Masvingo region.
Authors: Chauraya, Efiritha
Keywords: Education
Teachers, training
Student teachers
Mentoring in education
Issue Date: Dec-2006
Publisher: UZ, Human Resources Research Centre
Series/Report no.: Zimbabwe Journal of Educational Research;Vol. 18, No. 3; p. 398-407
Abstract: The study analyzed the efficacy of the tripartite relationship between the mentor, the lecturer and the student teacher education when the students are on teaching practice with a view of examining its impact on the student teacher in Masvingo Region. Key areas covered by the research questions were: college input into teaching practice, the role of the lecturer and the mentor, and future of the attachment programme in Zimbabwe. The study employed the descriptive survey method and the research instruments used were the questionnaire and the interview. A study sample of 80 mentors, 32 lecturers and 65 student teachers was selected. The findings revealed that the key players of the programme held different conceptions of the teaching practice, held different interpretations of college guidelines as well as different conceptions of their roles which adversely affect the efficiency of the tripartite relationship. Recommendations made included the need for a democratic and professional relationship among the three members of tripartite relationship and that more dialogue between the lecturers and the mentors in particular is needed so that their roles are complementary.
URI: http://hdl.handle.net/11408/920
ISSN: 1013-3445
Appears in Collections:Research Papers

Files in This Item:
File Description SizeFormat 
Abstract - Chauraya.pdf22.43 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s)

68
checked on Dec 11, 2024

Download(s)

8
checked on Dec 11, 2024

Google ScholarTM

Check


Items in MSUIR are protected by copyright, with all rights reserved, unless otherwise indicated.