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This study examines eight student teachers’ mentorship experiences during practicum in Rwanda’s secondary schools, using end-of-placement interviews. Cognitive apprenticeship theory guided the work, with qualitative data collected and deductively analyzed using literature- and theory-derived themes. Results show structured mentor pairing, mutual observation, and perceived career value, alongside reports of occasional unwelcoming reception and limited support.",{"@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/student-teachers-experiences-as-mentees-during-the-teaching-practice-in-rwanda/594271/",{"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/student-teachers-experiences-as-mentees-during-the-teaching-practice-in-rwanda/594271.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study frame teaching practice in teacher education?","Question",{"text":112,"@type":113},"Teaching practice is described as a critical course that helps student teachers develop professional competencies through field experience and integrated theory-practice learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theory guided the investigation of mentorship experiences?",{"text":117,"@type":113},"The study was guided by cognitive apprenticeship theory, which informed the analysis structure for mentorship-related themes.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings suggest about mentorship experiences for student teachers?",{"text":121,"@type":113},"Most student teachers were paired with mentors, were able to observe and be observed, and valued the mentoring process; some reported unwelcoming reception or unsatisfactory support.","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},594271,1792188726,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Student Teachers' Experiences as Mentees During the Teaching Practice in  \nRwanda  \nJoseph Njiku  \nUniversity of Dar es Salaam-Dar es Salaam University College of Education  \nTanzania  \nAbstract: Teaching practice is an integral part ofteacher education  \nthat provides teacher trainees an opportunity to merge theory and  \npractice. This study investigated eight student teachers ' mentorship experiences during teaching practice in secondary schools in Rwanda.  \nRespondents were interviewed toward the end of their teaching  \npractice. The cognitive apprenticeship theory guided the study.  \nQualitative data were collected and analysed deductively based on the  \nthemes identified in the literature and suggested by the theory.  \nFindings indicate that all students werepaired off with mentors, had  \nthe opportunity to observe and be observed by their mentors, and  \nappreciated the mentoring process they underwent at the placement  \nschools. Few participants reported unwelcoming reception and  \nunsatisfactory support for various reasons. Nevertheless, all  \nrespondents reported viewing the teaching practice experiences as  \nvaluable in their careers. The study's findings have implications for  \ntraining mentors and revisiting mentoring practices for student  \nteachers.  \nKey Words: teaching practice; practicum, mentorship; mentor; teacher education; apprenticeship  \nIntroduction  \nTeaching practice is one of the critical components of teacher preparation. It allows student teachers to develop professional competencies from field experiences (Basturk, 2016) . During the teaching practice, student teachers learn professional practices by doing. Teaching practice complements the education they receive on campus since many universities do not provide the situated learning that teaching practice may afford (Alamri, 2018; Liu, 2005) . Liu (2005) contends that some features of campus-based teacher training, including tending towards theoretical training only, may hinder the development of practical knowledge and cognitive skills in facilitating instruction. Similarly, Alamri (2018) found that many teacher education programmes are less effective in enabling student teachers to assume effective classroom practices. The more theory and practice are integrated, the more efficient teacher education becomes (Basturk, 2016) . This may suggest that teaching practice is an opportunity to bring into reality what student teachers learn theoretically at college. It provides room to develop key  \nprofessional competencies, link theory learnt at college and practices in schools, and develop reflective practices (Buhagiar & Chetcuti, 2014; Njiku, 2018) . During this field placement, student teachers experience the actual classroom atmosphere while assuming the role of a teacher.  \nAs part of teacher education, teaching practice is a typical professional development course in teacher education programmes. For example, in India, teaching practice is split into two parts: practicum and internship (Kumar & Thapa, 2018) . Kumar and Thapa explain that in their context, the practicum involves assignments and workshops, including microteaching, while the internship involves school-based teaching that lasts for sixteen weeks. Nearly the same amount (14 – 16 weeks) of time is dedicated to teaching practice in Saudi Arabia during the last semester of university teacher education (Masadeh, 2017) . In Germany, especially at the University of Cologne, the practicum is done in series, including a four-week practicum in the fourth semester and a complete semester practicum during the graduate level (Steffens, 2023) . While the German education system may differ by state, countries such as Indonesia and Tanzania have a structure of teacher education that may vary across programmes or teacher qualification levels since they are managed by different authorities (Njiku, 2016; Sulistiyo et al., 2017) . Teacher education research uses terms like teaching practice, field practi","cbCaidFxwp2vtDa5","https://ap.wps.com/l/cbCaidFxwp2vtDa5","pdf",213704,16,"English","# Introduction\n## Teaching practice as teacher preparation\n## Role of mentorship during placement","[{\"question\":\"How does the study frame teaching practice in teacher education?\",\"answer\":\"Teaching practice is described as a critical course that helps student teachers develop professional competencies through field experience and integrated theory-practice learning.\"},{\"question\":\"What theory guided the investigation of mentorship experiences?\",\"answer\":\"The study was guided by cognitive apprenticeship theory, which informed the analysis structure for mentorship-related themes.\"},{\"question\":\"What did the findings suggest about mentorship experiences for student teachers?\",\"answer\":\"Most student teachers were paired with mentors, were able to observe and be observed, and valued the mentoring process; some reported unwelcoming reception or unsatisfactory support.\"}]","Student Teachers' Experiences as Mentees During the Teaching Practice in Rwanda | PDF",1792078842]