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dc.contributor.authorRwodzi, Manuel
dc.contributor.authorMuchenje, Francis
dc.contributor.authorBondai, Beatrice
dc.coverage.spatialZimbabwe.en
dc.date.accessioned2015-12-15T14:15:42Z
dc.date.available2015-12-15T14:15:42Z
dc.date.issued2011-11
dc.identifier.citationRwodzi, M., Muchenje, F. and Bondai, B. ( 2011) Student teacher perceptions of the role of classroom mentors on attachment teaching practice: the case at Morgan ZINTEC College, Zimbabwe Journal of Educational Research (ZJER), vol. 23, no.3, pp. 236-259. Harare: HRRC.en
dc.identifier.urihttp://opendocs.ids.ac.uk/opendocs/handle/123456789/7225
dc.descriptionA case study of student teacher perception of the role of classroom mentors carried out at a teachers college in Zimbabwe.en
dc.description.abstractThis study sought to identify the perceptions that student teachers hold towards their mentors whilst on attachment teaching practice. The sample consisted of 80 final year students. 80 questionnaires were administered to the students at the college. Focused group discussions were conducted with the students in the sample at the college. The study found out that student teachers have a positive attitude towards mentors, teachers with other responsibilities should not be appointed as mentors and that teaching practice is an important component of Initial Teacher Education. The study recommends that: teachers ’ colleges should conscientise mentors on their roles, mentors need to create a harmonious working relationship with student teachers and that a change of class and mentors should be kept at a minimum during attachment teaching practice.en
dc.language.isoenen
dc.publisherHuman Resource Research Centre (HRRC), University of Zimbabwe (UZ)en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en
dc.subjectEducationen
dc.titleStudent teacher perceptions of the role of classroom mentors on attachment teaching practice: the case at Morgan ZINTEC Collegeen
dc.typeArticleen
dc.rights.holderUniversity of Zimbabwe (UZ)en


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