Student teacher mentors’ perceptions of their roles during school based studies: Possibilities and challenges

Abstract

The study explored the perceptions of student teacher mentors (STMs) in relation to their mentorship roles during school-based studies (SBS). It unpacks possibilities and challenges embedded in the mentoring process. This qualitative study adopted a case study design, employing purposeful sampling in the identification of the study settings and participants. Using purposive sampling, ten STMs from ten primary schools (five rural and five urban) in the Kavango East and West regions of Namibia were selected to participate in the study. Semi-structured questionnaire with open-ended items were employed to solicit information pertaining to student teacher mentors’ perceptions of their mentoring roles. Responses were grouped into themes and categories in line with the research objectives. The findings of the study are twofold. First, it revealed that student teacher mentors were inadequately trained, and uncertain about their mentoring roles, apart from providing student teachers workspace. Second, STMs perceived the presence of student teachers in schools as a setback in the timely completion of the Gilbert Likando syllabi requirements, because they considered them too inexperienced to handle their classes. As a result, the study recommends a mentoring model to enhance STMs’ understanding of their roles, address challenges they experience, and unveil possibilities for STMs’ professional development and learning during the mentoring process.