IsiZulu Home Language Teachers’ Experiences of Mentoring Pre-Service Teachers During Teaching Practice in Durban, South Africa

Probably not a substantial claim: may not pass S3 (load-bearing).

Mentoring can lead towards improving both mentoring practices and classroom teaching practices.

“Hudson and Hudson (2010) argue that mentoring can lead towards improving both mentoring practices and classroom teaching practices.”

• cites Hudson and Hudson (2010) sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing).

Some mentor teachers seem to forget their roles and responsibilities.

“Maundeni and Kahaka (2022) acknowledge that some mentor teachers seem to forget their roles and responsibilities, recommending the necessity to assign mentor teachers according to the areas of specialisation of each student-teacher.”

• cites Maundeni and Kahaka 2022 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing).

Some mentor teachers felt that they were able to meet the expectations of the universities.

“Some mentioned that on occasion, the universities have higher expectations from them than they could afford, while others felt that they were able to meet the expectations of the universities.”

• Also stated in: § University Expectations · plain

  “The universities always tell us what they expect from us, and I am sure they are satisfied with our efforts, as they have never complained, instead they keep sending their students to us.”

May combine two claims.

Mentor teachers mentioned that although they enjoyed being mentors, it was time-consuming, as it added extra time to their already heavy workloads.

“Mentor teachers have mentioned that although they enjoyed being mentors, it was time-consuming, as it added extra time on their already heavy workloads.”

May combine two claims.

Some mentor teachers regard pre-service teachers as a relief, as they come to schools for teaching practice, as some see an opportunity for a reduced workload during this time.

“Findings have shown that some mentor teachers regard pre-service teachers as a relief, as they come to the schools in which they have Int J Edu Sci, 51(1): 1-11 (2025) been placed to do their teaching practice, as some see an opportunity for a reduced workload during this time.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Students perform poorly in class due to lack of pedagogical and content knowledge.

“The finding regarding student teachers' readiness is made evident by Mr. Nene's statement who mentions the issue of students who perform poorly in class due to lack of pedagogical and content knowledge.”

May combine two claims.

Some mentor teachers demonstrate knowledge of their mentorship roles, while others still lack mentorship abilities.

“Based on the discussion above, it is noted that some mentor teachers demonstrate knowl-edge of their mentorship roles, while others still lack mentorship abilities.”

May combine two claims.

The majority of mentor teachers reported that some student teachers demonstrated laziness, while others presented features of diligence.

“The majority of the mentor teachers report that some student teachers had demonstrated laziness, while others presented features of diligence.”

May combine two claims.

Mentor teachers revealed a lack of resources in the schools, noting that lack of or inadequate resources compromises the quality of their mentorship duties.

“Mentor teachers revealed a lack of resources in the schools, noting that lack of or inadequate resources compromises the quality of their mentorship duties, although they try to utilise what is available in the school on supporting the pre-service teachers.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Some mentor teachers reported that pre-service teachers behaved well and respectfully.

“I have never been disrespected by the preservice teachers who come to do teaching practice here.I think the universities familiarise them with professional and ethical behaviour in the workplace before they are sent to the schools for teaching practice.(Miss Xulu)”

• Also stated in: § (Miss Thango) · plain

  “All the student teachers that have been assigned to me, behave very well, and this is what makes me support them as much as I can.Their good behaviour is overwhelming.(Mr. Manyoni)”

May combine two claims.

There are mentor teachers who do not honestly assess pre-service teachers, feeling pity for those students whom they mentor, and thereby hiding a true reflection of their performance.

“Furthermore, the study revealed that there are mentor teachers who do not honestly assess pre-service teachers, feeling pity for those students whom they mentor, and thereby hiding a true reflection of their performance.”

May combine two claims.

The majority of mentor teachers revealed that before students go to class to teach, they model good classroom practices during the observation week, which helps when students present their own lessons.

“The majority of mentor teachers revealed that before students go to class to teach, they make sure that they model good classroom practices during the observation week of practising teachers.This helps when they go to class to present their own lessons.”

May combine two claims.

The mentor teachers in the study had good experiences in relation to their mentees' classroom practices, although their experiences varied according to individual students' performance.

“Based on the above findings, excerpts regarding classroom practices are testament that the mentor teachers have had good experiences in relation to their mentees' classroom practices, although their experiences may vary according to individual students' performance.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Some mentor teachers reported that universities have higher expectations from them than they could afford.

“Some mentioned that on occasion, the universities have higher expectations from them than they could afford, while others felt that they were able to meet the expectations of the universities.”

• Also stated in: § University Expectations · plain

  “I think the universities have unreasonable expectations from us.They expect that you fine tune the student whom they are unable to develop to be what they want, but think that we can make wonders.(Miss Zulu)”

May combine two claims.

Resources continue to be a challenge in some schools, and this hinders the process of mentoring for the mentor teacher who is expected to support the student teacher with finding relevant teaching resources.

“This study also revealed that resources continue to be a challenge in some schools, noting that this hinders the process of mentoring for the mentor teacher who is expected to support the student teacher with finding the relevant teaching resources.”

• AssumptionRests on an assumption: Mentor teachers are expected to support the student teacher with finding relevant teaching resources.

May combine two claims.

Mentor teachers stated that some students' classroom practices were good, as some were able to teach like experienced teachers and handle their classrooms professionally.

“Mentor teachers stated that some of the students' classroom practices were good, as some were able to teach like experienced teachers and they could handle their classrooms professionally.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

One mentor teacher reported a student whose conduct was disgusting, with serious behavioural problems, leading to parting ways and reporting to the institution.

“Most of them are very respectful and they behave well, but I had a student whose conduct was disgusting.He had serious behavioural problems, and I ended up parting ways with him, and had to report him to the institution.(Mrs.Cele)”

May combine two claims.

Some pre-service teachers are hardworking while others are not.

“Furthermore, the finding regarding diligent and lazy student teachers presented above, indicates that some pre-service teachers are hardworking while others are not.”

May combine two claims.

The majority of participating school mentors revealed that some pre-service teachers they mentored proved ready for the teaching profession, while some were not ready.

“The majority of the participating school mentors have revealed that some of the pre-service teachers they have mentored, have proven themselves to be ready towards the teaching profession, while some were still not ready.”

• Also stated in: § Student Teachers' Readiness · plain

  “I can say some are ready and I am proud of them because they teach as they are experienced teachers, while others seem to be far from being ready.(Mrs Cele).”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Ambrosetti and Dekkers (2010, 2014) state that the mentor agrees to guide pre-service teachers so they develop as professional teachers, as well as assessing them according to university-based criteria.

“Ambrosetti andDekkers (2010, 2014), state that the mentor agrees to guide preservice teachers so they develop as professional teachers, as well as assessing them according to the university-based criteria.”

• cites Ambrosetti andDekkers (2010, 2014)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

According to the University of KwaZulu-Natal Guide to Teaching Practice, the purpose of the teaching practice component is to develop teacher trainees so they can execute teaching, learning, and assessment activities within the classroom.

“According to the Guide to Teaching Practice Document of the University of KwaZulu-Natal, the purpose of the teaching practice component for teacher trainees is to develop them so they are able to execute teaching, learning and assessment activities within the classroom.”

• cites University of KwaZulu-Natal 2019Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Izadinia (2016) revealed that a good relationship between a student teacher and a mentor contributes to improving the confidence of a student teacher.

“Another study by Izadinia (2016), from the Edith Cowan University in Australia, revealed the importance of the relationship between mentors and pre-service teachers, mentioning that a good relationship between a student teacher and a mentor, contributes in improving the confidence of a student teacher.”

• cites Izadinia (2016)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Some mentors are good at mentoring pre-service teachers while others require mentorship training to perform their duties efficiently.

“It is concluded that some mentors are good at mentoring pre-service teachers while others require mentorship training to be able to perform their duties efficiently.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The preparation of knowledgeable teachers requires well-developed coursework and field experience in the subject the student teaches so they can model good instruction and link theory and practice.

“The preparation of knowledgeable teachers requires welldeveloped coursework and field experience in the subject the student teaches so that they are able to model good instruction, and to link theory and practice (Albanese and Mitchell 1993).”

• cites Albanese and Mitchell 1993Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Vumilia and Semali (2016) found that mentoring practices were of benefit to all individuals involved in teaching practice.

“Vumilia and Semali (2016), in their study to determine whether the processes of mentoring and socialisation that take place during teaching practice in Tanzania can improve the quality of teacher education, found that mentoring practices were of benefit to all individuals involved in teaching practice.”

• cites Vumilia and Semali (2016)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

In South African universities, teaching practice is considered an essential component for student teachers because it provides teaching opportunities to pre-service teachers.

“In South African universities, teaching practice is considered an essential component for student teachers, because it provides teaching opportunities to pre-service teachers (Furlong and Hirst 1988).”

• cites Furlong and Hirst 1988Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Meegan et al. (2013) found that university supervisors were helpful in guiding student teachers, like their mentor teachers.

“For example, in their study, Meegan et al. (2013) the university supervisors were helpful to also guide the student teachers, like their mentor teachers.”

• cites Meegan et al. (2013) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

David and Kim (2023) found that some mentor teachers in Mozambique secondary schools were supportive and gave orientation and feedback to pre-service teachers, leading to improved knowledge delivery; however, not all mentor teachers were supportive, and some student teachers had to teach independently.

“Also, David and Kim (2023) conducted a study Int J Edu Sci, 51(1): 1-11 (2025) on mentoring practices in Mozambique secondary schools.The study found that some mentor teachers were supportive, and they gave orientation and feedback to the pre-service teachers that they were mentoring.Consequently, some of those pre-service teachers showed an improved knowledge delivery in their classrooms.However,”

• cites David and Kim (2023) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Picard (2023) explained that sometimes mentor teachers assume the university has already prepared pre-service teachers with necessary skills, and these mentors were not supportive to pre-service teachers.

“The same was reported by Picard (2023), who explained that sometimes the mentor teachers assume that the university has already done the job, to prepare the pre-service teachers with the necessary skills essential when they are on teaching practice, and these were the mentors who were not supportive to the preservice teachers.”

• cites Picard (2023)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Pseudonyms were used for the names of the participating mentor teachers to protect their identities.

“Pseudonyms were used for the names of the participating mentor teachers, in order to protect their identities.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The role of a mentor is to provide student teachers with all the support they will need for their teaching career, also give them emotional support.

“Du Plessis (2013) avers that the role of a mentor is to provide student teachers with all the support they will need for their teaching career, also give them emotional support.”

• cites Du Plessis 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

While many mentor teachers understand their role as mentors and are passionate about it, some are not clear about what being a mentor entails.

“This suggests that while many understand their role as mentors and are passionate about it, some are not clear about what being a mentor entails.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Tsikati and Dlamini (2019) found that mentor teachers were supported by the university through supervisors and a Teaching Practice Handbook.

“In another study by Tsikati and Dlamini (2019), which sought to investigate the experiences of mentor teachers on teaching practice supervision in Eswatini, Swaziland, it was found that mentor teachers were supported by the university through the supervisors and a Teaching Practice Handbook.”

• cites Tsikati and Dlamini (2019) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Universities play a role in developing pre-service teachers.

“It is also noted that the mentor teachers recognise the role played by the universities in developing pre-service teachers, as much as they do their part (Huong et al. 2020;Robinson and Feldman 2023).”

• cites Huong et al. 2020Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Robinson and Feldman 2023Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Mentor teachers play an important role in the development of pre-service teachers.

“Also, the finding regarding commitment to supporting students coincides with Maphalala (2013) who reports that mentor teachers, play an important role in the development of pre-service teachers.”

• cites Maphalala 2013 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Mentorship means that a mentor guides and coaches a mentee with the aim to expand his or her skills and knowledge.

“In the same vein, Stroude et al. (2015), mention that mentorship means that a mentor guides and coaches a mentee with the aim to expand his or her skills and knowledge.”

• cites Stroude et al. (2015) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Issues of trustworthiness were observed, including rechecking if the themes that emerged were in line with the data produced.

“Issues of trustworthiness were observed.This included rechecking if the themes that emerged were in line with the data produced.”

Classified as probably not a substantial claim.

Transformative learning theory focuses on the premise that students can develop based on good quality support they receive from teachers.

“Therefore, transformative learning theory, developed by Mezirow (2003Mezirow ( , 2000)), is a theory of learning, which focuses on the premise that students can develop based on good quality support they receive from teachers (Mezirow 2000).”

• cites Mezirow 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Many student teachers lack the relevant subject content knowledge and pedagogical knowledge, particularly demonstrating inadequate competence on lesson presentation and development, as well as classroom management skills.

“Congruent with this finding, a study conducted by Mkhasibe (2018) found that many student teachers lack the relevant subject content knowledge, and the pedagogical knowledge, particularly as they demonstrate inadequate competence on lesson presentation and development, as well as classroom management skills.”

• cites Mkhasibe 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Pre-service teachers' greatest challenges are students' disrespectful attitude towards them.

“Lastly, the finding about classroom management skills concurs with Sueb (2013) who reports that the pre-service teachers' greatest challenges are students' disrespectful attitude towards them.”

• cites Sueb 2013 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Lewis (2017) found an emphasis on reporting the external aspects of being a mentor teacher, such as daily activities, and little was reported about internal aspects such as personal experience and rationale.

“Lewis (2017) focused on mentor teachers' experiences on mentoring pre-service teachers.The results showed an emphasis placed on reporting the external aspects of being a mentor teacher, such as the daily activities, and little was reported about the internal aspects of being a mentor teacher such as personal experience and rationale for working a pre-service teacher into a classroom.”

• cites Lewis (2017)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

In education, mentoring is traditionally carried out through the apprentice model whereby a mentee is paired with a more experienced mentor, with the aim of creating opportunities for professional development.

“Dhunpath (2018), states that in education, mentoring is traditionally carried out through the apprentice model whereby a mentee is paired with a mentor, who is more with the aim of creating opportunities for professional development.”

• cites Dhunpath (2018)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

If laziness is not rooted out while pre-service teachers are on their training, it will have a negative effect.

“It stands to reason that if laziness is not rooted out while Int J Edu Sci, 51(1): 1-11 (2025) pre-service teachers are on their training, it will have a negative effect.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Universities offer theoretical concepts that are not necessarily always applicable to most of the schools' contexts.

“They further mention that universities offer theoretical concepts that are not necessarily always applicable to most of the schools' contexts.”

• cites Modipane and Kibirige 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Lazy pre-service teachers may finish their degrees, get appointed and continue in a spirit of laziness.

“This suggests that lazy pre-service teachers may finish their degrees, get appointed and continue in a spirit of laziness.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Good mentorship is important towards improved personal and academic growth.

“Good mentorship is important towards an improved personal and academic growth (Jeffers and Mariani 2017).”

• cites Jeffers and Mariani 2017 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Teaching practice is a challenge in poorly resourced and dysfunctional schools, which makes it difficult for student teachers on teaching practice to apply the theoretical knowledge gained from their universities.

“Modipane and Kibirige (2015) found that teaching practice is a challenge in poorly resourced and dysfunctional schools, which makes it diffi-cult for student teachers who are on teaching practice to apply the theoretical knowledge gained from their universities.”

• cites Modipane and Kibirige 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

A mentor teacher must gauge when it is professionally apt to hand over the full responsibility of a class to the student teacher with respect to the teaching of a lesson.

“In addition, it is important that a mentor teacher must gauge when it is professionally apt to hand over the full responsibility of a class to the student teacher with respect to the teaching of a lesson.”

• cites University of KwaZulu-Natal (2019: 6)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Many teachers, even in the urban areas, are confronted with a challenge of teaching at-risk students, while they do not have the necessary resources to support them.

“Amato (2015) reports that many teachers, even in the urban areas, are confronted with a challenge of teaching at-risk students, while they do not have the necessary resources to support them.”

• cites Amato 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

When learning occurs, the student interprets new information based on previous experience.

“Mezirow posits that when learning occurs, the student interprets the new information based on previous experience.”

• cites MezirowNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Doing this may hinder the process of identifying areas of development required of a student by the institution.

“Doing this may hinder the process of identifying areas of development required of a student by the institution.”

• AssumptionRests on an assumption: Universities take mentor teachers' assessment reports seriously and these form part of their assessment in the course.

Probably not a substantial claim: may not pass S3 (load-bearing).

Universities indeed have expectations from the schools to which they send their students for teaching practice.

“This is testament that universities indeed have expectations from the schools to which they send their students for teaching practice.”

Probably not a substantial claim: may not pass S3 (load-bearing).

A mentor teacher needs to act as a positive role model to the pre-service teacher, particularly enriching them with subject content knowledge and pedagogy.

“According to Openlearn (2021), a mentor teacher needs to act as a positive role model to the pre-service teacher, particularly enriching them with subject content knowledge and pedagogy”

• cites Openlearn 2021Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Mentor teachers ought to give students a tour of the classroom and school, and encourage them to reflect on their lessons so they know their limitations and strengths in each lesson they presented.

“It is also expected that mentor teachers ought to give students a tour of the classroom and school, and encourage them to reflect on their lessons so they know their limitations and strengths in each lesson they presented.”

• cites University of Akron 2021Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Under-resourced schools are not only found in the rural areas, but also in some parts of the urban areas.

“This means that under-resourced schools are not only found in the rural areas, but also in some parts of the urban areas.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Ethical clearance was obtained from the institution's research office.

“Ethical clearance was obtained from the institution's research office.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The apprentice model is characterised by learning through observation or imitating the mentor.

“This model is characterised by, learning through observation or imitating the mentor (Samkange 2015).”

• cites Samkange 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

This can be viewed as one way of adding to the pool of lazy teachers in the education system.

“This can be viewed as one way of adding to the pool of lazy teachers in the education system.”

Classified as probably not a substantial claim.

Significant learning involves a shift in one's perspective or worldview.

“It is sometimes referred to as transformation learning, and it hypothesizes that significant learning involves a shift in one's perspective or worldview.”

• cites MezirowNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

According to the University of KwaZulu-Natal Guide to Teaching Practice, the mentor ought to introduce novice teachers to teaching and learning practices in the specific context of the classroom and the school.

“According to the Guide to Teaching Practice document of the University of KwaZulu-Natal (2019: 6), the mentor ought to introduce novice teachers to teaching and learning practices in the specific context of the classroom and the school.”

• cites University of KwaZulu-Natal (2019: 6)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

A lazy pre-service teacher will finish their degree, get employed, perform their duties in a lazy manner, compromise the quality of their work, leading to poor quality students who will not be diligent and who will become future lazy employees.

“For example, the lazy preservice teacher will finish their degree, get employed, perform their duties in a lazy manner, and then compromise the quality of their work, leading to poor quality students, who will not be diligent, and who will become future lazy employees.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

A mentor teacher is required to welcome the student teacher to their school and introduce them to students and fellow colleagues.

“The finding about university expectations concurs with the University of Akron (2021), which emphasizes that a mentor teacher is required to welcome the student teacher to their school, and introduce them to students and fellow colleagues.”

• cites University of Akron 2021Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.