College-School Dialogue and Mentoring in Teacher Training Programmes in Zimbabwe

Autor/in	Maunganidze, Omega
Titel	College-School Dialogue and Mentoring in Teacher Training Programmes in Zimbabwe
Quelle	In: Journal of Education and Learning, 4 (2015) 2, S.19-27 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Teacher Education; Interviews; Questionnaires; Mentors; Focus Groups; College School Cooperation; Faculty Development; Communication Strategies; Barriers; Learning Experience; Elementary School Teachers; Teaching Methods; Skill Development; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Role; Zimbabwe + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Fragebogen; Kommunikationsstrategie; Lernerfahrung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Lehrerverhalten; Rollen; Simbabwe
Abstract	Globally, mentoring has been recognized as one of the effective approaches in professional training and development of teachers. Most importantly, in Zimbabwe, mentoring has been largely adopted as one of the Teaching Practice strategies by teacher training colleges and schools. Good quality mentoring in schools makes an important contribution to developing professional skills especially to the student teachers (mentees) as this will ultimately ensure good quality learning experiences of learners. The purpose of this study was to establish the extent to which effective dialogue between colleges and primary schools can enhance effectiveness of the mentoring strategies in training teachers on teaching practice. Interviews, questionnaires and focus group discussions were adopted in this study to establish the importance of dialogue between colleges and schools in strengthening the effectiveness of mentoring as a training strategy. The study concluded that lack of mutual sharing of ideas, skills, knowledge and information on mentoring between training colleges and schools have a negative impact on the quality of graduate teacher. The study recommends the development of communication strategies that break the barriers between colleges and schools so as to enhance the effectiveness of the mentoring approach. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01