The fundamental aim of undertaking the study was to develop a teaching practice curriculum for teachers colleges in Zimbabwe. In order to accomplish this, basic questions on curriculum development were first investigated These were on curriculum intent, structure and content. In chapter two a conceptual framework for the proposed teaching practice curriculum was investigated. This involved an analysis of the influence of aims of education on curriculum theory and development, issues of curriculum foundations and models of curriculum development. The analysis culminated in the adoption of a cyclical model for the development of the proposed teaching practice curriculum. The cognitive framework of the study was further illuminated through the conceptualisation of the teaching practice curriculum, where philosophical foundations of teaching practice as well as its theoretical contexts were examined. Critical in this was the theory-practice relationship. In chapter four, the prevailing teaching practice situation in Zimbabwe was examined and views of lecturers and students on it analysed. This was accomplished in order to further identify flaws in the current approach to teaching practice which could be improved by means of the proposed teaching practice curriculum. The teaching practice curriculum being proposed was synthesised and developed in chapter five. This curriculum is founded on the philosophical foundations discussed in chapters two and three. It has theoretical components and is implemented in teachers' colleges and schools. It brings to the fore the importance of partnership between the practising schools and colleges as well as reflective teacher education. The development of the proposed teaching practice curriculum resulted in the following outcomes: • An investigation into how theory and practice in teacher education could be integrated. • Suggestions for improving the college-school relationship through the development of partnership in teacher education. • The extrication of theory p-orn practice. • An emphasis on the importance of reflective practice and reflective teacher education. In recommending the adoption and implementation of the curriculum the researcher identified a number of meaningful consequences: • The improvement of teaching practice programmes in colleges. • The development of expertise in the practice of education. • The active involvement of experienced teachers in teacher education and training. • The resurgence of research in the practical aspect of teacher education. / Teacher Education / D. Ed. (Didactics)

This study focuses on the use of English as the sole medium of instruction in Zimbabwean schools and the effect of such a policy on the educational achievement of students, particularly in secondary schools. The role of Shona and Ndebele, two other Zimbabwean official languages, in schooling is also examined. / Some of the findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom. / Because English is the working language of government, business, and industry in Zimbabwe, an English-only policy seems to be a practical means to prepare students for higher education and the workforce. The growing status of English as an international lingua franca provides additional support for such a policy. / This study reveals the need to rethink the imposition of an English-only policy. The findings indicate that current teaching approaches/methods and materials do not entirely support language development in English, largely because they do not take into account the economic, social, and linguistic situations of the students. / The study supports and calls for a multifaceted approach to the way language is currently taught in Zimbabwe, and sees this as one way secondary schools can produce, through the medium of English instruction, students and teachers who can adapt to rapid change, and relate to people from diverse socio-cultural and linguistic backgrounds. / The study emphasizes the integration and expectations of people's views on language and education, as heard and expressed by many respondents. This is considered central to any meaningful effort towards linguistic competence, a challenging but stimulating learning environment, and better communication among students and teachers.

challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.

The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.

The fundamental aim of undertaking the study was to develop a teaching practice curriculum for teachers colleges in Zimbabwe. In order to accomplish this, basic questions on curriculum development were first investigated These were on curriculum intent, structure and content. In chapter two a conceptual framework for the proposed teaching practice curriculum was investigated. This involved an analysis of the influence of aims of education on curriculum theory and development, issues of curriculum foundations and models of curriculum development. The analysis culminated in the adoption of a cyclical model for the development of the proposed teaching practice curriculum. The cognitive framework of the study was further illuminated through the conceptualisation of the teaching practice curriculum, where philosophical foundations of teaching practice as well as its theoretical contexts were examined. Critical in this was the theory-practice relationship. In chapter four, the prevailing teaching practice situation in Zimbabwe was examined and views of lecturers and students on it analysed. This was accomplished in order to further identify flaws in the current approach to teaching practice which could be improved by means of the proposed teaching practice curriculum. The teaching practice curriculum being proposed was synthesised and developed in chapter five. This curriculum is founded on the philosophical foundations discussed in chapters two and three. It has theoretical components and is implemented in teachers' colleges and schools. It brings to the fore the importance of partnership between the practising schools and colleges as well as reflective teacher education. The development of the proposed teaching practice curriculum resulted in the following outcomes: • An investigation into how theory and practice in teacher education could be integrated. • Suggestions for improving the college-school relationship through the development of partnership in teacher education. • The extrication of theory p-orn practice. • An emphasis on the importance of reflective practice and reflective teacher education. In recommending the adoption and implementation of the curriculum the researcher identified a number of meaningful consequences: • The improvement of teaching practice programmes in colleges. • The development of expertise in the practice of education. • The active involvement of experienced teachers in teacher education and training. • The resurgence of research in the practical aspect of teacher education. / Teacher Education / D. Ed. (Didactics)

No description available.

The study sought to explore possibilities of using indigenous African languages of Zimbabwe as official media of instruction in the education system. The aim was to find out the extent to which indigenous African languages could be used as languages of instruction in primary, secondary and tertiary levels of the education system. The other objective of the study was to examine the attitudes of Zimbabweans towards the use of the mother tongue as medium of instruction in schools. A total of 1000 participants took part in this study, which included 200 teachers, 300 parents/guardians and 500 learners. Questionnaires and interviews were the main techniques used to collect data and the processing of the collected data was both qualitative and quantitative. Information collected from the questionnaires was mainly presented in tables and information from interviews was presented qualitatively in words. The study revealed that Zimbabwe inherited from colonial Rhodesia a language policy that marginalizes the use of indigenous African languages in the education system. English continues to be the prestige-laden language enjoying high status while indigenous languages enjoy relatively low status. Study findings clearly show that the majority of the participants prefer English to be the medium of instruction in both secondary and tertiary education because it is a language that gives power and prestige. The study concludes that Zimbabwe can never regain its dignity and cultural identity unless the education system is African oriented. The continued use of English as medium of instruction means that no scientific ideas can be formulated using African languages in the present schooling system leading to perpetual scientific bankruptcy. The study finally recommends the need for a linguistic revolution and calls for a change in the country’s language policy so as to avoid the exclusion of the majority from public and national developmental discourse. / African Languages / D.Litt et Phil. (African Languages)

Thesis (PhD)-- Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study considers a lexicographical intervention in the acquisition and use of English in Zimbabwe. English is the country’s sole official language. This means that it dominates all the other languages in the country in terms of prestige and usage in the high status domains such as government, media, law, education, etc. English is learnt as a compulsory subject throughout the education system up to the General Certificate of Ordinary Level (‘O’ Level) and used as medium of instruction from the fourth grade upwards. The annual national pass rate of around 33% and less than 10% for some schools in this subject has been recorded in recent years. An ‘O’ Level certificate is considered complete if is has registered five ‘O’ Level subjects including English. This means that without an ‘O’ Level English pass, learners have no chance to proceed to the General Certificate in Education Advanced Level (‘A’ Level) or tertiary education, and their chances of getting employment in the public service are limited, if not non-existent. In the mainstream scholarship on language policy and language planning in the country, this situation has resulted in advocating that indigenous languages, particularly Shona and Ndebele, be developed and elevated to the official status currently enjoyed by English. Far from being against the development and status elevation of indigenous languages, this study proposes a lexicographical intervention in the acquisition and use of English as one of the necessary mechanisms that may mitigate some problems associated with this language. It is argued that the problem with English is not simply that it is a language of foreign origin, to be explicit, the language of the former colonial master. Rather, the problem is that the majority of Zimbabweans are not competent enough to function in this language. Of course, this may be related to the fact that many Zimbabweans have to learn it as an additional language since it is not an indigenous language and thus linguistically and culturally distant from the native languages of its learners. Dealing with the field of lexicography, this dissertation considers an intervention with respect to those problems that may be addressed by the consultation of dictionaries. The availability, use and user-friendliness of English dictionaries are investigated in view of the characteristics of Zimbabweans as additional language learners of English, their situations in which lexicographically-relevant problems occur and the subsequent information needs. In doing this, the theory of learners’ lexicography (Tarp 2004; 2004a; 2008) is used. Firstly, it is established that dictionaries are scarce commodities in Zimbabwe, with a very limited range of dictionaries being available for Zimbabweans to buy. Secondly, dictionaries are not actively used in the learning and use of English within the school system, except in the former Group A schools which are elitist in nature. Curriculum developers, teachers, assessors and learners are not very clear about the role of dictionaries within the school system. Thirdly, the dictionaries that are used are not appropriate for the learners who consult them, with advanced learners’ dictionaries dominating the limited presence even at primary schools. Notwithstanding this poor background, it is generally accepted that appropriate dictionaries, despite the fact that there is a general lack of awareness of the differences between dictionaries, may address some of the problems associated with English, especially within the education system. Should this happen, the learners will develop a dictionary culture and regard dictionaries as utility products which they may rely on later in their academic and professional careers in which English continues to be dominant. A model of lexicographical intervention in the acquisition and use of English in Zimbabwe is therefore formulated. This is done against the above background and also the history of both English and Zimbabwean lexicography. English lexicography now sees English dictionaries being produced in a host of countries other than Britain, America, Australia and New Zealand, where English is a native language. This is mainly because of the dominant role that English has acquired in those countries such as South Africa. However, Zimbabwean lexicography has thus far focused on mother-tongue dictionaries in Shona and Ndebele, the main reason being the need to develop these formerly marginalised languages. Accordingly, the proposed model seeks to expand the scope of Zimbabwean lexicography. This is not just for the sake of expanding. On the contrary, in the research it is observed that the dictionaries constituting the envisaged lexicographical intervention have to be produced in Zimbabwe in order for them to effectively address the local needs regarding this language. For example, lemma selection, paraphrases of meaning, illustrative examples and data contained in the outer texts have to be linguistically and culturally relevant, taking into cognisance the native languages and cultures of the target users. It is observed that if the proposed model is to be successfully implemented, local publishers will need to play an important role, while curriculum developers, assessors, teachers and learners have to be lexicographically educated. At present, local publishers with international affiliations distribute externally-motivated dictionaries (Gouws 2005). Where dictionaries are used, no serious consideration is given regarding the appropriateness of the dictionaries. Any available dictionary is purchased regardless of its user-friendliness. Unfortunately this results in a situation where users fail to extract the best from the dictionaries and end up being disillusioned about the usefulness of dictionaries as utility tools. Some of the dictionaries found at schools are just locked in safe cabinets in headmasters’ offices while learners continue experiencing problems that could be solved by appropriate dictionaries. Accordingly, with lexicographical pedagogy, and further research on specific aspects of the model, a lexicographical intervention in the acquisition and use of English in Zimbabwe is considered a worthwhile enterprise. / AFRIKAANSE OPSOMMING: Hierdie studie beskou 'n leksikografiese tussenkoms in die verwerwing en gebruik van Engels in Zimbabwe. Engels is die land se enigste offisiële taal. Dit beteken dat dit al die ander tale in die land oorheers wat betref prestige en gebruik in die hoërstatusterreine soos die regering, media, reg, opvoeding, ens. Engels word as 'n verpligte vak geleer dwarsdeur die opvoedingstelsel tot by die Algemene Sertifikaat van Gewone Vlak ('O'-vlak) en gebruik as onderrigmedium vanaf die vierde graad en hoër. Die jaarlikse nasionale slaagsyfer van rondom 33% en minder as 10% vir sommige skole in hierdie vak is in onlangse jare waargeneem. 'n 'O'-vlaksertifikaat word as volledig beskou indien dit vyf 'O'-vlakvakke insluitende Engels geregistreer het. Dit beteken dat sonder die slaag van Engels op 'O'-vlak leerders geen kans het om voort te gaan na die Algemene Sertifikaat in Opvoedkunde Gevorderde Vlak ('A'-vlak) of tersiêre onderwys nie, en hul kanse is beperk, indien nie niebestaande nie, om werk in die openbare diens te kry. In die hoofstroomvakkundigheid betreffende taalpolitiek en taalbeplanning in die land het hierdie situasie daartoe gelei dat bepleit word dat die inheemse tale, veral Sjona en Ndebele, ontwikkel en verhef word tot die offisiële status wat tans deur Engels geniet word. Verre van teen die ontwikkeling en statusverheffing van die inheemse tale te wees, stel hierdie studie 'n tussenkoms in die verwerwing en gebruik van Engels voor as een van die noodsaaklike meganismes wat sommige probleme wat verband hou met hierdie taal, kan versag. Daar word geredeneer dat die probleem met Engels nie eenvoudig is dat dit 'n taal van vreemde herkoms, om dit onomwonde te stel, die taal van die vroeëre koloniale baas is nie. Die probleem is eerder dat die meerderheid Zimbabwiërs nie bedrewe genoeg is om in hierdie taal te funksioneer nie. Dit kan natuurlik verwant wees aan die feit dat baie Zimbabwiërs dit as 'n bykomende taal moet leer aangesien dit nie 'n inheemse taal is nie en daarom linguisties en kultureel verwyder is van die inheemse tale van sy leerders. Omdat dit oor die gebied van die leksikografie handel, beskou hierdie verhandeling 'n tussenkoms met betrekking tot daardie probleme wat deur die raadpleging van woordeboeke benader kan word. Die beskikbaarheid, gebruik en gebruikersvriendelikheid van Engelse woordeboeke word ondersoek met betrekking tot die kenmerke van Zimbabwiërs as leerders van Engels as 'n bykomende taal, hul omstandighede waarin leksikografies relevante probleme voorkom en die gevolglike inligtingsbehoeftes. Om dit te doen, word die teorie van aanleerdersleksikografie (Tarp 2004; 2004a; 2008) gebruik. Eerstens is vasgestel dat woordeboeke skaars artikels in Zimbabwe is, met 'n baie beperkte reeks woordeboeke vir Zimbabwiërs om te koop. Tweedens word woordeboeke nie daadwerklik aangewend by die leer en gebruik van Engels binne die skoolstelsel nie, behalwe in die vroeëre Groep A-skole wat elitisties van aard is. Leerplanontwikkelaars, onderwysers, assessore en leerders het nie baie groot duidelikheid oor die rol van woordeboeke binne die skoolstelsel nie. Derdens, die woordeboeke wat gebruik word, is nie geskik vir die leerders wat hulle raadpleeg nie, met gevorderde aanleerderswoordeboeke wat selfs in primêre skole die beperkte aanwesigheid oorheers. Nieteenstaande hierdie swak agtergrond, word dit algemeen aanvaar dat geskikte woordeboeke, ten spyte van die feit dat daar 'n algemene gebrek aan 'n bewustheid van die verskille tussen woordeboeke is, sommige van die probleme wat met Engels verband hou, veral in die onderwysstelsel, kan oplos. Sou dit gebeur, sal leerders 'n woordeboekkultuur ontwikkel en woordeboeke as nutsartikels beskou waarop hulle later kan steun in hul akademiese en professionele loopbane waarin Engels voortgaan om oorheersend te wees. 'n Model van leksikografiese tussenkoms in die verwerwing en gebruik van Engels in Zimbabwe word gevolglik geformuleer. Dit word gedoen teen die voorafgaande agtergrond en ook die geskiedenis van sowel Engelse as Zimbabwiese leksikografie. Engelse leksikografie toon tans dat Engelse woordeboeke voortgebring word in 'n menigte ander lande as Brittanje, Amerika, Australië en Nieu-Seeland waar Engels 'n inheemse taal is. Dit is hoofsaaklik as gevolg van die oorheersende rol wat Engels in daardie lande soos Suid- Afrika verkry het. Zimbabwiese leksikografie het egter tot sover gefokus op moedertaalwoordeboeke in Sjona en Ndebele, met as hoofrede die behoefte om hierdie voorheen gemarginaliseerde tale te ontwikkel. Gevolglik probeer die voorgestelde model om die omvang van Zimbabwiese leksikografie uit te brei. Dit is nie net ter wille van uitbreiding nie. Inteendeel. In die navorsing word dit waargeneem dat die woordeboeke wat die beoogde leksikografiese tussenkoms uitmaak, in Zimbabwe voortgebring moet word vir hulle om die plaaslike behoeftes met betrekking tot hierdie taal doeltreffend te benader. Byvoorbeeld, lemmakeuse, betekenisparafrases, toeligtende voorbeelde en data bevat in die buitetekste moet linguisties en kultureel toepaslik wees om die inheemse tale en kulture van die teikengebruikers in aanmerking te neem. Daar word opgemerk dat, om die voorgestelde model suksesvol deur te voer, plaaslike uitgewers 'n belangrike rol sal moet speel, terwyl leerplanontwikkelaars, assessore, onderwysers en leerders leksikografies opgevoed sal moet word. Op die oomblik versprei plaaslike uitgewers met internasionale verbintenisse ekstern-gemotiveerde woordeboeke (Gouws 2005). Waar woordeboeke gebruik word, word geen ernstige oorwegings geskenk aan die geskiktheid van woordeboeke nie. Enige beskikbare woordeboek word gekoop ongeag sy bruikbaarheid. Ongelukkig lei dit tot 'n situasie waar gebruikers in gebreke bly om die beste uit die woordeboeke te haal en ontnugter eindig oor die nuttigheid van woordeboeke as gebruiksgereedskap Sommige van die woordeboeke wat in skole aangetref is, word net in veilige kaste in skoolhoofde se kantore weggesluit, terwyl leerders voortgaan om probleme te ondervind wat opgelos kan word deur geskikte woordeboeke. Met leksikografiese opvoeding, en verdere navorsing oor bepaalde aspekte van die model, word 'n leksikografiese tussenkoms in die verwerwing en gebruik van Engels in Zimbabwe gevolglik as 'n verdienstelike onderneming beskou.

The study sought to explore possibilities of using indigenous African languages of Zimbabwe as official media of instruction in the education system. The aim was to find out the extent to which indigenous African languages could be used as languages of instruction in primary, secondary and tertiary levels of the education system. The other objective of the study was to examine the attitudes of Zimbabweans towards the use of the mother tongue as medium of instruction in schools. A total of 1000 participants took part in this study, which included 200 teachers, 300 parents/guardians and 500 learners. Questionnaires and interviews were the main techniques used to collect data and the processing of the collected data was both qualitative and quantitative. Information collected from the questionnaires was mainly presented in tables and information from interviews was presented qualitatively in words. The study revealed that Zimbabwe inherited from colonial Rhodesia a language policy that marginalizes the use of indigenous African languages in the education system. English continues to be the prestige-laden language enjoying high status while indigenous languages enjoy relatively low status. Study findings clearly show that the majority of the participants prefer English to be the medium of instruction in both secondary and tertiary education because it is a language that gives power and prestige. The study concludes that Zimbabwe can never regain its dignity and cultural identity unless the education system is African oriented. The continued use of English as medium of instruction means that no scientific ideas can be formulated using African languages in the present schooling system leading to perpetual scientific bankruptcy. The study finally recommends the need for a linguistic revolution and calls for a change in the country’s language policy so as to avoid the exclusion of the majority from public and national developmental discourse. / African Languages / D.Litt et Phil. (African Languages)

As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study design, guided by the interpretive paradigm. A core of nine primary schools, drawn from the rural, urban and peri-urban areas of the Masvingo Province in Zimbabwe, was purposively selected to participate in the study. In the participating schools, key participants were student teachers and mentors, while school principals participated when they had time. A secondary group of primary schools were also identified to be used as validation of findings in a wider setting. An in-depth literature study on teacher education and mentoring was also carried out and this, combined with empirical data, illuminated the issues being investigated. The empirical data were primarily gathered through focus group and face-to-face individual semi-structured interviews, while participant observation (used in conjunction with informal unstructured interviews) and questionnaires were used to verify and triangulate data collected through the interviews. To safeguard the ethical integrity of the study, ethical approval from the relevant university committee, as well as the official consent of educational authorities, was obtained beforehand, as was the informed consent of individual participants. The research established that the support rendered to student teachers in the participating primary schools was largely inadequate and of a shallow mode, focusing primarily on facilitating the mastery of technical skills and the provision of psycho-social support, while being sorely deficient in empowering the student teachers with the skills and attitudes to reflectively and critically engage with their own and others‟ teaching practices. The mentoring was taking place in the context of field experience, organised along the apprenticeship model, hence located in an outmoded traditional paradigm of field experience, something which is regrettable at a time when international best practices seek to move towards a reflective-inquiry-oriented paradigm. Secondly, the research found that the participating schools were not structurally or culturally ready to take significant teacher training responsibility; hence the schools, in their present state, could be seen as constraining the smooth functioning of the mentoring model. Thirdly, some mentor-based factors also seemed to inhibit the functioning of the mentoring model. These included teachers who were attitudinally indisposed to accept student teachers as their professional colleagues, preferring to relate to them hierarchically and vertically, thereby limiting the emergence of a culture of professional collaboration and reciprocal learning relationships. In similar vein, the mentors‟ lack of training limited their capacity of mentors to perform the extended range of mentoring functions necessary for supporting student teachers trained in 21st century schools. The above conclusions and implications point towards the following recommendations: Mentor support for student teachers should be extended from the present superficial level to include functions that are oriented towards reflective practice. However, for this to happen, some adjustments will need to be made in the schools. These include, most importantly, making time available for mentoring activities. In order for the mentors to be able to perform their mentoring functions knowledgeably, they must be made fully aware of what they are supposed to do by providing them with the official documents spelling out mentoring expectations in schools. Additionally, the commitment of mentors to their duties could be made more sustainable by putting in place a clearly defined reward structure that is fully recognized officially and integrated into the employee grading system. To make school environments more propitious towards mentoring, schools must be structurally modified and re-cultured to create slots for mentoring activities, provide opportunities for informal professional interaction among teachers, as well as establish professional engagement forums, such as school-based learning circles. The research also suggests that student teachers should be allowed to choose their mentors through providing them with opportunities for early contact with their prospective mentoring partners. In an attempt to close the gap between college-based modules and field-based school experiences, the research further recommends that college-based modules be delivered in a way that ensures that they are fully integrated with student teachers‟ field experiences. Finally, mentoring could be better facilitated if schools and colleges adopted a partnership arrangement that is more aligned to mentoring. This implies provisionally shifting from the present separatist to the HEI-led partnership model, while preparing for the adoption of a fully-fledged collaborative partnership in the long term. The research was, however, by no means carried out perfectly. It was somewhat limited by its failure to take into account the view of officials from the Department of Education, as well as the input of colleagues in teacher education. In similar vein, the researcher felt that a more nuanced and fine-grained picture of the participants‟ mentoring experiences could have emerged if he had spent more time in the field, something which limited resources and work commitments did not allow him to do. Some significant issues arose from this study, but which it could not pursue. These include exploring the possibility of coming up with a model of teacher education that integrates ITE and CTPD in the context of mentoring, as well as conducting a similarly designed research into the mentoring that is taking place in secondary schools.