Factors Affecting the Implementation of School–based mentoring in pre-service teacher education: The case of students of the language stream at Kotebe College of Teacher Education and St. Mary’s University Colleges’ Practicum

Abstract

This study investigates factors affecting the implementation of mentoring student teachers of the language stream in pre-service teacher education. Questionnaire and interview were used as primary data collection instruments. The results of the study revealed that the majority of the school based mentors under study have no training on mentoring skills, no workshop, no seminar etc. They also have no reading materials related to mentoring. These, in turn, made the school- based mentors unable to carryout their mentoring roles effectively. Further more, the two teacher education colleges have loose relationship with their partner schools. As a result, they (the colleges) failed to establish an accountability system for the whole of practicum, activities in general and for school-based mentoring in particular. It was found that several factors hinder the implementation of mentoring in practicum. These include: • Considering mentoring as an extra responsibility on the part of school-based mentors, • Inappropriacy of the practicum, • lack of assistance from school administrators, the number of student teachers working with a mentor, etc. Based on the results of the findings conclusions were drawn and recommendations were made.