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Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this phenomenon. By investigating the kinds of knowledge student teachers gain from such meetings, the findings may influence researchers to investigate other aspects of mentor-mentee meetings. The study sought to explore from the student teachers’ perspectives, the domains of knowledge that they gain from mentoring meetings during residential TP. A qualitative approach which employed openended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, ongoing mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice. Introduction and Background Teaching 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, Australian Journal of Teacher Education Vol 44, 7, July 2019 32 2013). 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 acquired in college or university into real classroom practice and through experimentation during teacher preparation (Kiggundu, 2009). Not only will they practice how to teach, but will also gain professional knowledge about teaching while learning to teach. Johnston (2010) contends that, TP is a widely acknowledged and time honoured educational tradition. Often viewed as a ‘rite’ of passage, TP maybe the most essential part of teacher development in Initial Teacher Education given that it offers trainees a variety of experiences and opportunities for attaining professional growth and development through observation, practice, reflection, meetings and interactions. Globally, a TP component is understood as fundamental to teacher preparation as “a good teacher education programme must seek to assist individual teachers to grow and develop as people, provide them with the necessary skills and professional abilities to help them become effective teachers” (Fafunwa, 2001, p. 81). Concomitantly, Leshem, (2012) and Marais and Meier (2004) concur that field experience is the heart of students’ professional training which is too important to be left to chance. Thus, student TP is underpinned by a move towards development of competent teaching professionals as they get opportunities to learn in and from situations and contexts commensurate with their eventual workplace (school, and classroom). TP also offers students space to gain pedagogical and management skills vital for effective lesson coordination (Aderibigbe, 2013). The TP process signifies a personal revolution in the students’ knowledge of themselves as teachers; of management of the teaching/learning process; of school cultures, and the education system as a whole (Caires & Almeida, 2005). However, professional learning during TP effectively occurs with supervision, support and guidance from experienced teachers. Such school-based learning would involve among others, acquisition of skills, techniques and knowledge of teaching through classroom-based practice with learners, meetings and/or interactions with experienced and qualified teachers acting as mentors. This article reports the kinds of knowledge gained by pre-service teachers (from one Zimbabwean University) through mentor-mentee meetings during school-based practicum. The study addresses the question: ‘What kinds of knowledge do student teachers gain through mentoring meetings’? The next section gives a synopsis of literature on mentoring. A brief discussion on Teacher Education in Zimbabwe and the B.Ed. programme at the Great Zimbabwe University (GZU) follows. The methodology is discussed followed by findings. A discussion and conclusion wrap up the paper.

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe