n Journal of Educational Studies - An examination of the quality of teaching practice mentoring of music student teachers in Zimbabwe




This study examined the quality of teaching practice (TP) mentoring in the teaching of music at primary school level at one college of education in Zimbabwe. The study examined the experiences and perceptions on Teaching Practice mentoring in music by student teachers and classroom mentors as key stakeholders. A purposive sample of 17 music student teachers and 10 mentor teachers from the schools that the teachers' college collaborates with in training student teachers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. This was summarised and conclusions were drawn. The main conclusions of the study were that; TP mentoring, if properly employed, is a worthy strategy to guide and coach student teachers on teaching practice in the teaching of music; mentor teachers at schools where students were placed were not adequately equipped to mentor student teachers in the teaching of music and therefore the student teachers lacked adequate guidance, support and coaching in learning how to teach music. The main recommendations are that mentor teachers of music student teachers should be qualified in the subject and that more attention by student teachers should be given to the practical and written work in music than TP documentation.


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