Mentoring Practices in Secondary Schools: Perceptions of Mentors and Pre-service Teachers in Mozambique

Abstract

In teacher preparation programs, mentoring is fundamental in helping pre-service teachers develop teaching competencies for their future careers. Usually, despite its relevance, the mentoring program is not undertaken accordingly during school placements. Focusing on mentoring practices, the study aimed to explore perceptions of pre-service teachers from Rovuma University and their mentors of mentoring program during practicum in two public secondary schools, in Montepuez town—Mozambique, and understand how these practices impact pre-service teachers’ (pst s) professional identity and their future profession. An exploratory sequential mixed-methods design was employed in this study. Quantitative and qualitative data were analyzed and interpreted using descriptive statistics and thematic analysis methods. The results revealed that some mentor teachers were supportive; they gave orientations and feedback to their assigned student teachers. Due to the personal efforts and mentor support, some pre-service teachers increased their confidence—improvement in knowledge delivery, relationship with learners and peers, cognitive knowledge, and self-awareness. Nonetheless, not all mentor teachers were supportive or provided adequate guidance to their student teachers. As a result, some student teachers had to handle teaching independently and were not adequately trained as they should have been. Similarly, the result showed that the practicum duration was perceived as relatively short by…