Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice that involves mentor-mentee relationships. This qualitative paper reports on mentoring experiences eight weeks 2020 using Gibbs’ experimental learning as a conceptual framework. Forty-five participated reflective exercise, sharing their stories through essays guided by open-ended questions. A thematic approach was used data analysis. Findings indicated mentors’ and personal characteristics, abilities to create opportunities for growth influenced teachers’ practice. The mentees’ perceptions toward relationships also experience. Based findings, it is important upskill mentors equip them with professional mentorship ethics enable acquire requisite skills will better prepare future teachers. findings this study can be useful process developing development prior