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This qualitative study addresses debates on such meetings where research remains limited, exploring the knowledge domains student teachers gain from weekly to monthly mentor-mentee meetings in residential school-based teaching practice in Zimbabwe.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inside-mentor-mentee-meetings-in-pre-service-teacher-school-based-teaching-practice-in-zimbabwe-article-3/593862/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inside-mentor-mentee-meetings-in-pre-service-teacher-school-based-teaching-practice-in-zimbabwe-article-3/593862.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role do mentor-mentee meetings play in teaching practice mentoring?","Question",{"text":112,"@type":113},"Mentor-mentee meetings are presented as a critical aspect of student teacher mentoring during teaching practice, contributing to the success of the mentoring process and the practicum’s positive outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What knowledge domains do student teachers report gaining from mentoring meetings?",{"text":117,"@type":113},"Student teachers report gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study examine mentor-mentee knowledge outcomes?",{"text":121,"@type":113},"The study uses a qualitative approach with open-ended questionnaires to generate data from 16 student teachers, focusing on their perspectives of mentoring meetings during residential teaching practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593862,1792161132,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 7 | Article 3 |\n| --- | --- |\n| 2019\u003Cbr>Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe.\u003Cbr>Tabitha Grace Mukeredzi\u003Cbr>Durban University of Technology, [tabitham@dut.ac.za](tabitham@dut.ac.za)\u003Cbr>Lilian Manwa\u003Cbr>Great Zimbabwe University, [lilianmanwa@gmail.com](lilianmanwa@gmail.com) |  |\n\nRecommended Citation  \nMukeredzi, T. G., & Manwa, L. (2019). Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe.. Australian Journal of Teacher Education, 44 (7).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss7/3](https://ro.ecu.edu.au/ajte/vol44/iss7/3)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss7/3](https://ro.ecu.edu.au/ajte/vol44/iss7/3)  \nAustralian Journal of Teacher Education  \nInside Mentor-Mentee Meetings In Pre-Service Teacher School-Based  \nTeaching Practice In Zimbabwe.  \nTabitha Grace Mukeredzi  \nDurban University of Technology  \nLilian Manwa  \nGreat Zimbabwe University  \nAbstract: Mentor-mentee meetings are a critical aspect of student  \nteacher mentoring during teaching practice (TP)as they significantly  \ncontribute to the success of the whole mentoring process and  \nconsequently to the positive accomplishment of the entire practicum.  \nThis study contributes to debates on mentor-mentee meetings given  \nthe limited research on this phenomenon. By investigating the kinds of  \nknowledge student teachers gain from such meetings, the findings may  \ninfluence researchers to investigate other aspects of mentor-mentee  \nmeetings.  \nThe study sought to explore from the student teachers’ perspectives,  \nthe domains of knowledge that they gain from mentoring meetings  \nduring residential TP. A qualitative approach which employed open  \nended questionnaires was used to generate datafrom 16 student teachers:  \nseven men and nine women in two education districts. Students  \nindicated that they had good relationships with their mentors, and held  \nformal meetings weekly, fortnightly or monthly. They also reported  \ngaining general pedagogical knowledge, pedagogical content  \nknowledge, curriculum knowledge, knowledge of learners, and  \nknowledge of educational contexts. Three students experienced  \nineffective mentoring, as such had limited benefits from mentoring  \nprocesses and most likely from the practicum. Knowledge of what to  \nteach, how to teach it as well as appropriate strategies for particular  \ntopics, the kinds of students and their specific settings often merge into  \nwhat student teachers are expected to learn in teacher preparation  \ninclusive of residential practicum. Comprehensive, prolonged, on  \ngoing mentor training workshops would expose mentors to the entire  \nessence of mentoring and the centrality of formal mentor-mentee  \nmeetings not only for student teacher TP mentoring, but also for  \nmentor growth and rejuvenation in their practice.  \nIntroduction and Background  \nTeaching Practice (TP) is a period when pre-service teachers go into the field to gain practical and professional experience, through ‘on-spot’ guidance and supervision, interactions and formal meetings with qualified , experienced practicing teachers (Mukeredzi & Mandrona,  \nVol 44, 7, July 2019 31  \nAustralian Journal of Teacher Education  \n2013). TP is a highly esteemed education custom, essential to teacher development and socialization as student teachers (herein called students) go into schools to gain practical and professional learning and experience (Grisham, Ferguson & Brink, 2004; Bloomfield, 2010; Johnston, 2010) . Students view TP as paramount in gaining teacher professional knowledge and competence, and offering a ‘protected ’ opportunity for experimentation and professional socialization with (mentors) and within the profession (Leshem, 2012). The period allows students to translate the educational principles and theories acq","cbCaitMOZDPyweHw","https://ap.wps.com/l/cbCaitMOZDPyweHw","pdf",323575,23,"English","# Abstract\n# Introduction and Background\n## Teaching Practice as professional learning\n## Supervision, support, and guidance in school-based learning","[{\"question\":\"What role do mentor-mentee meetings play in teaching practice mentoring?\",\"answer\":\"Mentor-mentee meetings are presented as a critical aspect of student teacher mentoring during teaching practice, contributing to the success of the mentoring process and the practicum’s positive outcomes.\"},{\"question\":\"What knowledge domains do student teachers report gaining from mentoring meetings?\",\"answer\":\"Student teachers report gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts.\"},{\"question\":\"How does the study examine mentor-mentee knowledge outcomes?\",\"answer\":\"The study uses a qualitative approach with open-ended questionnaires to generate data from 16 student teachers, focusing on their perspectives of mentoring meetings during residential teaching practice.\"}]","Inside Mentor-Mentee Meetings in Pre-Service Teacher School-Based Teaching Practice In Zimbabwe - Article 3 | PDF",1792078058,58]