Investigating the challenges mentors and student teachers encounter during mentoring process in the Initial Primary Teacher Education (IPTE) Programme in Malawi: The Case of Enukweni Education Zone in Mzimba North

Abstract

The phenomenological case study aimed at investigating challenges encountered by mentors and student teachers during the mentoring process in the IPTE programme, the case of Enukweni Education Zone in Mzimba North

Twenty four participants were sampled as follows: eight (8) mentors and sixteen (16) student teachers. Total population sampling and snowball sampling techniques were used respectively. Individual semi-in depth interviews were conducted with student teachers and mentors. Focus group discussions involved mentors only. Document analysis was done on the School Experience Journal (SEJ) to triangulate data from the interviews and focus group discussion.

Data analysis followed a thematic approach that unveiled the following challenges: inadequate student teacher lesson observation; inadequate training for mentors; unprofessional behaviours of mentors; inadequate resources for student teachers; negligent and uncooperative student teachers; lack of collegiality in teaching practice schools; posting of mentors amidst the school calendar and lack of incentives for mentors.

In conclusion, the study found that the mentoring process in the IPTE programme is marred by a myriad of challenges which inhibit student teachers from learning in context. Most of the challenges are linked to inadequate training of mentors, hence lack of proper mentoring skills; lack of collegiality in teaching practice schools and lack of coordination amongst stakeholders. As such, training content should include cognitive and metacognitive strategies like modelling, coaching, scaffolding, articulation, reflection and exploration. Use of skill-acquisition methods during training equips mentors with the desired mentoring skills, that promote learning in student teachers and who become authentic practitioners in their career life.

All stakeholders involved in primary teacher training must share useful databases; develop handbooks and conduct refresher courses for mentors, in order to have a central focus of providing a rich, smooth and meaningful transition to student teachers through the mentoring process