Student Teachers’ Experiences of Mentorship during Teaching Practice in Tanzania

Abstract

his study explores student teachers’ mentorship experiences during teaching practice in Tanzania. The study employed a case study  design and collected data from 22 student teachers using focus group discussions. Data are analysed thematically. Results indicate that  all sampled student teachers were attached to teacher-mentors, and the majority received support and mentorship. The mentorship  received improved student teachers’ tolerance, confidence, and flexibility in the actual teaching environment. Nevertheless, some  student teachers received superficial or no mentorship because teachermentors were absent or uninterested in doing so. Few student  teachers reported being overwhelmed by the teaching workload. These findings are discussed, and suggestions for improvement are  offered.