Mentoring dilemma in facilitating career development and providing psychosocial support to trainee teachers in Zimbabwean Teachers' colleges

Abstract

This article examined challenges encountered by mentors in facilitating career development and providing psychosocial support to trainee teachers during teaching practice in one teacher’s college in Zimbabwe. The study employed the interpretive paradigm and used the qualitative approach and case study research design. Purposive sampling was used to select 24 participants, including 9 mentors and 15 trainee teachers. The study was informed by Gray’s Developmental Model of Mentoring (1994). Data was organised and initial codes were created, reviewed, revised, and combined into themes which were presented in a cohesive manner. The study revealed that both the mentors and trainee teachers faced some problems which hindered smooth flow of the mentorship programme. Gaps noted were lack of qualified school mentors and loopholes in mentor selection. Furthermore, financial constraints hindered capacity building programmes for mentors. The study recommended that the Ministry of Higher Education consider a mentorship policy that fuses global and national trends. Resources should also be mobilised by all the stakeholders, mentors to be given incentives to motivate them to do the work properly and alternative mentorship models to be provided.