Abstract:
The Initial Primary Teacher Education (IPTE) in Malawi has gone under review. Previously, the programme used the head teacher and one teacher as a mentor for the student teachers placed at a particular school for teaching practice. In the revised IPTE programme, there is an inclusion of class teacher mentors. With the support of the three categories of mentors the mentees are expected to produce good quality teaching; however, this is not the case. This study was aimed at investigating the challenges of mentorship in IPTE. It also looked at the possible causes of challenges affecting the quality of IPTE. Possible solutions to the challenges of mentorship were also solicited from the participants.
A qualitative approach was employed and data was collected and analyzed using face-to-face interviews and document analysis. The interviews engaged the college lecturers, school mentors and class teacher mentors. Document analysis of the schemes and records of work, lesson plans and school experience journals used by the mentees were used to enrich the findings. The main themes were identified and triangulated to make meaning of the data collected.
The study found out that mentorship faces a number of challenges. Some of the challenges included: lack of or inadequate knowledge, bad behavior of both the mentors and mentees, inadequate support by all stakeholders. Lack of adequate funding, training, and strict rules and regulations to govern mentorship also impact on the quality of mentorship.
The study recommends that the mentorship teacher education programme should be rolled out after adequate training of the implementers to avoid challenges in carrying out their tasks to achieve the curriculum goals. Researcher recommends that mentorship should be maintained in
IPTE with adequate resources and funding as it promotes team work and lifelong learning of the teacher.
