Journal of Education, Society and Behavioural Science

This study presents an analysis of school-based mentors’ experiences and preparedness in supervising student teachers on teaching practice in Zimbabwe.
The strategy employed was concurrent triangulation because it enabled the researcher to use both quantitative and qualitative methods of data collection concurrently. The population comprised 14 universities, 3 secondary teachers’ colleges. The informants comprised 100 heads of schools, 560 lecturers involved in teaching practice, 1120 school-based mentors and 7200 current and former student teachers. The sample was selected through purposive sampling procedure. The sample comprised 3 universities, 2 teacher training colleges, 25 heads of schools, 75 lecturers, 250 school- based mentors and 200 current and former student teachers. The study was carried out in Zimbabwean universities and teacher training colleges between June 2012 and November 2013. The methods of data collection used were content analysis, interviews, questionnaires and focus group discussions. The heads of schools and school- based mentors were interviewed. Qualitative data collected was analysed using the constant comparative approach and cross case analysis. Quantitative data collected was analysed using the descriptive statistics through the conversion of figures into percentages. The findings revealed that the school-based mentors were not helpful in assisting the student teachers in developing teaching or pedagogical skills .There was no collaboration between the schools and the teacher training institutions and this reflected ineffective mentoring practices and mentoring relationships. The researcher recommends teacher training institutions to design a participatory training programme with school–based mentors and student teachers for effective development of pedagogical skills.