What we have learned : student teachers' views on the quality of mentoring and teaching practice in township schools

• Main Authors: Badenhorst, J., Badenhorst, B.
• Other Authors: Central University of Technology, Free State, Bloemfontein
• Format: Others
• Language: en_US
• Published: Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein 2015
• Subjects: Student teachers; Teaching practice; Mentoring; Township schools
• Online Access: http://hdl.handle.net/11462/585

Published Article === In South Africa a high premium should be placed on the value of effective education and training to achieve an array of economic and social objectives. The development of a strong and functional education system is closely linked with the quality of teaching and learning taking place at schools. In this regard, the nagging shortage of skilled educators underscores the importance of effective training of student teachers to address the shortages and ultimately contribute to the establishment of a competitive and sustainable education system. The present article examines the effectiveness of mentoring and teaching practice experiences of student teachers at a South African university who completed their practical training at township schools. These schools are typically under-resourced, overcrowded and situated in socioeconomically disadvantaged areas. Not only are many of these schools' teachers under-qualified, but the schools also experience acute shortages of teachers in scarce subjects. An empirical study was conducted that targeted all final-year education students who had completed their teaching practice at 34 township schools. The empirical findings provide food for thought as to the success of mentoring in these schools. While 16 aspects of mentoring rendered a positive result ranging from 'positive' to 'strongly positive', seven aspects of mentoring were regarded as 'mildly adequate' and five skills were evaluated as between 'below adequate' to 'inadequate'. Even though the findings of this study cannot be generalised to mentoring at all township schools, some noteworthy trends were identified.