Mentoring student teachers during practicum: exploring experiences and limitations

Abstract

PurposeThis study aims to delve into experiences and challenges impeding effective mentoring in three secondary schools where student teachers were placed for their practicum in Tanzania.Design/methodology/approachThe study adopted a qualitative approach, employing interviews and focus group discussions to gather data from 31 participants, including mentor teachers, heads of schools, supervisors and student teachers.FindingsThe findings revealed that poor communication, inadequate understanding of effective mentoring practices, improper mentor-teacher recruitment processes, mentors’ unwillingness to engage in mentoring and divergence of expectations were significant challenges to effective mentoring on practicum.Originality/valueThe study gives new insights into the existing research on the potential challenges impeding mentoring and appropriate solutions to address them and improve the practicum experience in the Tanzanian teacher education system.