Mentoring of pre-service teachers as a method of enhancing effective inclusive teaching: A collaborative action study
Makoelle T.M. Burmistrova V.
2025South African Journal Of Education
South African Journal of Education
2025#45Issue 4
Mentoring is globally recognised as critical for the preparation of pre-service teachers. In this study we examined the role of mentoring pre-service teachers during their practicum as a tool for professional development in teacher education, focusing on how it enhances inclusive teaching and learning skills for diverse learners. In this article we report on a qualitative critical collaborative action research (CAR) study, whereby an inclusive education research expert from the university worked on a mentoring plan with 5 purposefully selected teachers. Within CAR, data were collected in 4 stages, i.e., planning, observation, action, and reflection using group interpretative meetings, reflective diaries, discussions, observations, document analysis, and focus group interviews with 20 learners randomly selected from the classes taught by 5 pre-service teachers. Thematic content analysis was used to analyse these data. We make a case for mentoring as an evidence-based alternative to developing inclusive teaching practices among teachers.
collaborative action research , mentor , mentoring , pre-service teacher , professional development
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Faculty of Education, University of Fort Hare, Alice, South Africa
Languages Development Centre, Karaganda Medical University, Karaganda, Kazakhstan
Faculty of Education
Languages Development Centre
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