Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study

Cias T. Tsotetsi*1 and Selloane A. Mile1

*Corresponding Author: tsotetsict@ufs.ac.za
1. University of the Free State, School of Education Studies, South Africa

Received : 2021-06-23
Revised : 2021-07-24
Accepted : 2021-08-21

How to cite this paper: Tsotetsi, C.T. & Mile, S.A. (2021). Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study,
Research in Social Sciences and Technology. 6(2), 76-95. https://doi.org/10.46303/ressat.2021.12

This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license
(https://creativecommons.org/licenses/by/4.0/).

Abstract

Preparing student teachers for the world of work is seen globally as a challenge. This research
aims to explore mentors and mentees experiences in teaching practice during the COVID-19
period. In order to explore the challenge in this study, the following research question guided
the paper: What are the teaching practice experiences of mentors and mentees at a school
during COVID-19? The research question is a result of limited research done on the experiences
of two groups during COVID-19. Informed by the realist social theory, we generated data via
telephonic interviews with mentors and mentees in one school. The data was generated
through semi-structured Interviews and thematic analysis was a method employed in the
analysis of the data. The results present challenges experienced by mentees which, amongst
others, include a feeling of inadequacy or a lack of confidence in their abilities to bring about
order to the classroom and a feeling of being excluded in meetings and extra-curricular
activities. On the other hand, mentors receive mentees without any prior warning or without
arrangements made to accommodate them and the absence of the university officials except
for assessment. Based on the results, a collaborative approach should be employed to deal with
some of the challenges experienced by mentors and mentees.

Keywords: Teaching practice; mentees; mentors; COVID-19.

10.46303/ressat.2021.12

mailto:tsotetsict@ufs.ac.za
https://doi.org/10.46303/ressat.2021.12
https://creativecommons.org/licenses/by/4.0/

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

Introduction

Pre-service teaching plays an integral part in teacher training as it provides student teachers
with the opportunity to attain real-life work experience (Kiggundu, 2007). While it is the
responsibility of institutions of higher learning to provide educational theories and instil them
in pre-service teachers, a more significant responsibility lies with practising teachers to provide
on-the-job mentorship that will equip necessary skills for pre-service teachers to excel within
the teaching profession. Ryan (2016) outlines that pre-service teaching is a time for reflection
regarding the student-teacher’s field readiness while similarly exploring and negotiating
mechanisms to prevail over challenges and encounters that may surface within their teaching
occupation.

Simply put, pre-service education means teachers’ education before they enter into service. It
is also concerned with the significance of learning the methodology of the fundamental
qualities to the realisation of becoming a good teacher (Educational Systems Blog, 2013). It has
been determined that pre-service teachers divulge concerns in applying learned theories into
their actual teaching (Beeth & Adadan, 2006; Tarman, 2012). Harding and Hbaci (2015) believe
that the transition from being full-time students who are supported by university personnel
and supervisor teachers to independent teachers (although scaffolded) who are entirely
responsible for pedagogical processes and classroom management puts a strain on pre-service
teachers. Professional teacher induction programmes provide a wide array of subjects and
jargon such as curricula, management, and fairness (Ryan et al., 2017). Several studies have
been piloted to scrutinise pre-service teachers’ strengths and barriers in pedagogical processes.
The glitches are directly associated with their limited experience within the profession,
including behavioural management, time management, lack of ability to work with learners
with different needs, and the lack of communication skills. The prevailing COVID-19 pandemic
conditions further escalated these challenges, forcing schools to revise learner attendance
models. Limbers (2020) study outlines how multiple states provided the guidelines for the
return of school in the 2021 academic year, which gives school districts directives for their
reopening. In South Africa, the Ministry of Education provided regulations on learners’
attendance, timetable models, social distancing measures, to name a few. The challenge faced
by pre-service teachers in this period is that they are not equipped with a methodology to
navigate the classroom in dealing with the psyche, anxiety, technological and social aspects of
learners concerned with a health crisis as COVID-19. Lepp et al. (2021) asserts that COVID-19
propelled reorganised learning settings within the education domain and that the stakeholders
in school were forced into a new circumstance. As such, pre-service teachers were not
exempted from these changes, although the same model of teaching practice was still adopted
with no adjustment to suit the COVID 19 prescriptions and regulations. Pre-service teachers’
strengths include a tendency to inquire, pay attention, build rapport with children, and increase
their social awareness (Harding & Hbaci, 2015).

According to the Revised Policy on Minimum Requirements for the Teaching Qualification South
African (RSA [Republic of South Africa], 2015), an activity where student teachers are placed in
schools in order to gain teaching experience is referred to as teaching practice. A qualification
therein attests that an organised and logical programme of learning was followed and
completed through formal or informal learning provided by institutions of higher learning such

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

as universities, universities of technology and teacher colleges that are recognised. Clarke,
Triggs and Nielsen (2014) further stress that a pre-service teacher mentorship programme
which takes the form of teaching practice in the South African context and its supplementary
practical can be regarded as an induction course that provides support to ascertain that pre-
service teachers are drawing out to the maximum from the available learning opportunities.
Mokoena (2017) deduces that teaching practice is a period where student teachers observe
teachers who are already practising in the field in order to learn about teaching skills and
classroom management techniques. It is important to note that a student may not be
graduated if they do not undergo teaching practice experience in South Africa. This implied that
Education students across South African institutions still had to go for their teaching practice
during COVID-19.

Kiggundu and Nayimuli (2009) suggest that teaching practice can be the make or break phase
for pre-service teachers, maintaining that pre-service teachers can either have a positive or a
negative experience during the teaching practice tenure. This period can be challenging and
yet an important part of teacher training, drawing into the South African context as a
developing country where the belief that the effectiveness of the teaching practice can be
diminished or eroded by an array of trials, such as geographical distance, poor and uneven
levels of teacher expertise, extensive lack of resources as well as a lack of discipline among a
wide cross-section of learners and educators. Moreover, should such challenges not be
addressed, they may potentially affect the pre-service teacher’s performance during this
induction period and, in the long run, alter their perception of the teaching profession in its
entirety. Ryan (2016) therefore, concludes that a teaching practice programme displays an
interdependent relationship between primary stakeholders, which are the mentors and
mentees. In that regard, he asserts that adequate and effective communication between the
stakeholders mentioned above can influence the turnout of the induction programme.
Communication can thus enhance the practical experience for a pre-service teacher, and lack
of thereof can similarly propel a deterioration in performance and in the long run, develop an
overall dislike for the profession. Finally, the Educational System blog (2013) emphasises that
pre-service teaching programmes are mainly aimed at providing support to enhance teacher
learning and to instil in pre-serving teachers a greater degree of self-confidence. These teachers
extract a great deal of knowledge from their practice and the school culture settings where
they have been placed. Moreover, studies have revealed that a mentor or a supervisor
significantly influences the student teacher’s performance during teaching practice (Kiggundu,
2007). One can then conclude that pre-service teacher training can be enhanced by a well-
planned mentorship programme that is aimed at providing support and equipping pre-service
teachers with expertise to excel in the teaching profession.

Mckingley (2017) describes mentor teachers as professional teachers who are veteran teachers,
equally experienced and knowledgeable in their learning area of expertise and also in the
school setting contexts. Mentors are responsible for scaffolding pre-service teachers through
methodology and professional proficiency (Heeralal & Bayaga, 2011). Therefore, one can
conclude that mentorship stakes a significant role in shaping the value orientations of pre-
service teachers as they internalise professional expertise, including learner discipline and
pedagogical methodologies. In this accord, the quality of teaching practice reflects individual

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

values, perceptions, and experiences (Sternberg, 2008; Grewal et al., 2019). As such, teacher
mentorship must not be limited to academic obligation and must extend beyond the teaching
and learning dimension. Induction and mentorship programmes positively impact. Little and
Nelson (1990) are of the view that mentorship is beneficial to both parties involved— mentors
and mentees in a sense that mentorship programmes are essential in asserting inexperienced
teachers with a strong induction and start into the teaching career. Equally, veteran teachers
get a chance to self-develop and learn in the process. Koki (1997) shared these sentiments and
emphasised that supporting student teachers at the onset is important in preserving new
teachers in the education system. Formalising the mentor role for experienced teachers also
builds another niche in the career ladder for teachers and contributes to educational
professionalism (Moody, 2020).

The US Department of Education (2015) denotes the importance of mentoring in preparing
pre-service teachers for the demands of a highly enhanced profession Mentor teachers are
tasked with training beginning teachers in various aspects of teaching, including instruction and
professional etiquette. They provide induction in the implementation of evidence-based
instruction and lesson planning and nurture them in that regard. Teaming up student teachers
with skilled expert teachers who can mentor them allows them to extend their understanding
of teaching theories and approaches and methodologies, classroom management, and
prescribed educational system policies through discussions and reflection with their mentor.
This teaching practice experience and student learning through a developmental and formative
relationship support new teachers in the field (US Department of Education, 2015).

An ultimate aspect that affects the mentor-mentee relationship is the uniqueness of the
mentor teacher. There are striking differences in how mentor teachers apprehend and carry
out their work with student teachers (Feiman-Nemser & Parker, l993). Haddad and Oplatka
(2009) maintain that the differences in mentors’ perceptions and practices are linked to
variances in role expectations, working conditions, programme orientations, and mentor’s
eagerness to fully partake in the teaching practice experience, support the pre-service teacher
and know how well prepared they are for the programme. In the South African context, Du
Plessis (2013) notes that the biggest challenge facing the teacher training programmes is poor
school management, lack of timetables and teacher position gaps, which means that some
student teachers will go to a school and assume the role of teachers as replacements to vacant
positions, thus depriving such students an opportunity to learn from someone who is an expert
in the field. Du Plessis (2013) also notes that some schools are willing to accommodate students;
however, some mentor teachers are not entirely committed to the programme, which results
in a zero mentorship impact.

In light of the discussion above, it is important to highlight that both mentor teachers and pre-
service teachers encounter many curricular and extra-curricular challenges during the teaching
practice experience. Therefore, this paper aims to explore the challenges undergone by both
parties during the induction of pre-services teachers during the COVID-19 period.
Unfortunately, there is a dearth of literature with a focus on mentor-mentee experiences
amidst COVID-19.

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

Research Questions

We structured questions as follows:

The main research question: What are the experiences of mentor and pre-service teachers
during the COVID-19 pandemic? The two sub-questions below assisted in responding to the
main question.

What are the challenges faced by both the mentors and mentees during this period?

What are the possible solutions to the challenges denoted herewith?

Theorising through Realist Social Theory

This paper adopted the realist social theory as a lens through which it was conducted. This
theory was conceptualised by Margaret S. Archer (1995) and is central to the human
constitution, although not limited to that. Therefore, it is important to highlight that this
theoretical framework is multi-dimensional and engages an array of theories that can be
dissected as separate entities denoted as morphogenetics in this context (Archer, 1995). Archer
(2002) supports this notion by alluding to the realist social theory as a theoretical framework
that employs the morphogenetic approach theories that speak to the stratified nature of social
reality, giving the researcher a multifaceted opportunity to come about with theories that will
instigate change. Furthermore, social interactions can be multidisciplinary; therefore, this
framework can cut across various social disciplines. Carter and Sealey (2002) assert how they
view sociolinguistics as an epitome of human behaviour prescribed by their social actions as in
Archer’s (1995) ideology, wherein she outlines that society’s existence relies on our activities.
She also highlights that society is transformable and has no preferred state and we as humans
are also immutable as our actions are informed by the society in which we exist. Essentially,
realism in this regard is upheld as asserting the nature of things, that is to say, ‘the way things
are’. Lawson (1996) equally outlines that social theory is overtly steadfast in explaining the
nature of social beings and how we access society, particularly referring to the economics
discipline.

The social dimension in this regard speaks to the structuration of entities (human constitution
as mentioned) and their ability to practise agency (Archer, 2002). This, maintains Archer’s
theory that people are often ‘structured’ and this autonomy can favour one structure over the
other. Carter and Sealey (2002), whose paper is linguistic inclined, adopt this theoretical
framework as a relevant lens to linguistic proficiency. They impute that certain social actions
are contextual conditions owed to the structuration of certain entities. Moreover, they argue
that structuration is subliminal in approach, and its aftermath is social relations dictated by it,
and in turn, social reality turns out to be beyond the awareness and control of the individual.
Therefore, it is of utmost significance to outline that humans, in essence, are the only social
actors, who in realism, are subject to structured social relations. In that regard, they can
practice agency against systematic structures such as religion, politics to name a few (Carter &
Sealey, 2002). The social actors’ ability to employ autonomy in their actions is thus not
determined by themselves but influenced by other factors. This is further endorsed by Carter
and New (2004), who believe that individuals as ‘agents and actors’ are influenced, though not
determined, by their structural situations.

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

The preceding argument of structuration and agency paves the way for Archer’s (1995) theory
of dualism between two entities. In this theory, she argues that two aspects naturally co-exist
in social contexts through social interactions and are interdependent; however, she contends
that since they directly influence each other and how the other turns out, one can essentially
be existent without the other. Two objects or aspects are said to be related if neither is
constituted by the relationship in which each stands to the other. Bread and butter, coffee and
milk, a barking dog and a postman, provide examples. In contrast, two objects are said to be
internally related if they are what they are and do what they do by virtue of the relationship in
which they stand to one other. Landlord and tenant, employer and employee, teacher and
student are examples that spring easily to mind. In each case, it is impossible to have the one
without the other; each, in part, is what it is and does what it does by virtue of the relation in
which it stands to the other (Lawson, 1996).

Our paper employed this theory as it deals with social interactions between human
constitutions as prescribed by Archer (1995). Moreover, it focused on two separate entities
that can exist independently and in dualism— the mentor and pre-service teacher, as Lawson
(1996) exemplified. Although, Carter and Sealey (2002) allude to the subliminal nature of
structuration, this is actually true for the two entities which underlie our paper. Pre-service
teachers and practising experienced teachers were two primary social actors for this paper but
have a wide stratification of social actors who are influential in how they conduct the teaching
practice. From big authoritative social players such as politicians and curriculum developers to
the learners whose behaviour and sociological and psychological factors determine the efficacy
of teaching practice, induction process of pre-service teachers and mentorship.

Carter and New (2004) maintain that two entities can have an agency that is influenced by
structural situations. Fundamentally, Mentor teachers can have autonomy or agency in their
organisation and principles through which they wish to instil in their students (pre-service
teachers); however, its existence is determined and dependent on the need for student
teachers. Student teachers who are equally products of institutions of higher learning,
governed by both government and institutional policies and coming with their own theoretical
ideologies as provided within their pedagogical discourses. This is to say that structuration,
agency and dualism are not linear and plainly black and white but do have areas shaded in grey
and are influenced by multilayers of structures. Likewise, pre-service teachers can emanate
independently with their ideologies and organisation but can actually transform on the
influence of the other structures, that is, mentoring. This speaks hereof to Lawson’s (1996)
theory of dualism that entities can stand separately but are somewhat intertwined in non-linear
but rather stratified systems. Therefore, this paper resonates entirely with this theory as it aims
at determining two structures firstly as separate entities and their ability to employ agency and
then scrutinise them in dualism, as to which one influences or impacts in one way or the other
as alluded in Archer’s (1995) theory.

Methods

Design

Qualitative research donates to the indulgence of the human condition in multifaceted settings
and an observed situation (Bengtsson, 2016). This essentially feeds off from the intepretvist

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

paradigm wherein it can be denoted as implying that qualitative research is concerned with
unearthing the humanistic circumstance through the perspective of the human in question.
Our paper thereof seeks to understand the perspectives of two parties involved in the
mentoring process of pre-service teachers. Therefore it relates to qualitative research which is
not interested in the figures but the understanding of the realities experienced by the aforesaid
groups which can be expressed in words as highlighted by Bengtsson (2016). The case study
research design was suitable in this respect, related by Harrison et al. (2017) as dating as far
back as recorded history can prove which sociologists and anthropologists used to investigate
people’s lives and experiences and their understanding of the social and cultural contexts
within their world in order to understand the different individual perspectives and ascribed
meaning to their world. Such is still the case in current contexts. A case study research can
equally unfold through interviews or in researchers observing a certain social group to
understand their world. This form of inquiry is entirely relevant to this paper as it aims to
understand individuals pre-service and mentor teachers within the spaces they exist.

Sampling

This paper was couched by purposeful sampling; which refers to individuals who possess the
ability to respond to a question within a specific field of specialisation (Koerber & McMichael,
2008). Our paper’s focus is on the two groups of participants. The participants were chosen
based on their field experience, especially in the case of mentor teachers, while pre-service
teachers were chosen according to their year of study (preferable final year students) who have
been exposed to teaching practice previously. The limitation, however, to this sampling method
is that in current contexts, the world is hit by a pandemic (COVID-19) which prohibits face-to-
face contact between individuals or, in cases where they can be in contact, maintain a 1.5
metres social distance. Rationally, research cannot be conducted in such unfavourable
circumstances mainly because the respondents’ anonymity must be upheld in all regards.
Therefore, contact samplings were done through social media platforms like WhatsApp,
through recorded audio notes transcribed and in other instances, phone call conversations.

Table 1. Demographics of the participants.

Participants Age Gender Year of Study/
Work wxperience

Method of selecting participants

Pre-Service
Teacher 1

20-25 Male 4th Year Purposeful participant selection

Pre-service
teacher 2

20-25 Female 4th year Purposeful participant selection

Mentor
Teacher 1

25-30 Female 3 years Purposeful participant selection

Mentor
Teacher 2

25-35 Male 7 years Purposeful participant selection

Data Collection and Instrumentation

According to Bar-Ilan (2001), data collection is the most significant aspect of each study,
alluding to how great care should be taken into cognizance when it is carried out given that it
carries the entirety of the study. Bar-Ilan further (2001) interjects that the internet changes

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

continually; therefore, any paper’s discoveries are valid and relevant in the time frame in which
the study was conducted. The findings thereof depend a great deal on selecting the data
collection tool the author opts for, which the researcher has no control over. It is fundamental
to note that selecting a data collection tool is significant in guiding the paper to attaining
maximum results which address the research question central to the paper.

Participants for this research were selected at random senior and FET phase schools around
the Maluti a Phofung rural in the Eastern Free State, South Africa. In addition, two mentors and
two pre-service teachers were selected from a school based on experience in mentor teachers,
and current undertaking in a pre-service teacher who is on practicals or who has previously
been exposed to teaching practice (particularly because of the COVID-19 pandemic which
changed the implementation of the continuation of teaching practice). The participants were
interviewed telephonically, upon which their responses were tape-recorded and transcribed
for analysis.

The data for this paper was collected using semi-structured interviews. Petrescu, Lazar, Cioban
and Doroftei (2017) explain semi-structured interviews as a process of eliciting information by
the researcher from the participant by asking questions in a verbal interchange. We used semi-
structured interviews through social media platforms. Furthermore, the advantage of this type
of interchange allows for interviews to provide broad and open responses to questions instead
of yes and no replies. Therefore, the most vital point in this accord is for the researcher to
choose a participant who is relevant to their area of study in order to elicit as much meaningful
information as possible. Smyth (2019) refers to semi-structured interviews as interview
questions that are more open-ended in their approach.

Data Analysis

Our data were analysed through thematic analysis, which refers to a method of analysing
qualitative data that can come in the form of interview transcripts. In this method, the
recurrent and synonymous themes were examined to identify their commonalities (Caulfield,
2020). Thematic analysis is an excellent approach to research where one is trying to find out
something about people’s views, opinions, knowledge, experiences or values from a set of
qualitative data (Caulfield, 2020). In this method of data analysis, the researcher is concerned
with the close examination of the data collected in order to arrange themes or in accordance
to their commonalities in order to conclude.

Caufield (2020) notes the various approaches to conducting thematic analysis, which can be
arranged in a six-step process; familiarisation denotes getting familiar with the data and
knowing what is entailed in the data holistically, which can take form in the transcription of the
audio data collected. The second step will be coding which denotes highlighting sections of our
text, usually phrases or sentences and coming up with shorthand labels to describe their
content. The third is the generating of themes which denotes looking at the labels created,
then identifying similarities amongst them then begin thematising them to broader, specific
concepts. Reviewing themes denotes making sure that the themes created are useful and
correlate with the data collected; the themes must be accurate representations of the data
when comparing themes to it. Next, the themes have to be defined and named. Defining

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

themes involves formulating exactly what we mean by each theme, figuring out how it helps us
understand the data, and finally writing up these themes.

Trustworthiness and crystallization of Data

The data validation and reliability were assessed through member checking, wherein
transcribed results were returned to participants to ensure accuracy and whether the
information resonates with their responses (Birt et al., 2016). On the other hand, in order to
reach data crystallization, we got data by reviewing the literature as well as interviewing mentor
teachers and mentees. Tracy (2010) urges researchers to use multiple methods of data
generation to reach crystallization in qualitative research approaches.

Ethical Considerations

The participants were allowed to withdraw from the study should they feel uncomfortable, and
their identities were withheld and upheld with the utmost confidentiality. Furthermore,
participants were given an informed consent form to sign so as to give assurance that their
participation is voluntary. Throughout the interviews, we maintained professional standards
for managing and conducting research and equally obtained voluntary informed re-consent for
any additional data collection at a later stage. We also obtained approval from the Faculty of
Education at the University of the Free State and adhered to their ethical standards and
procedures for data collection

Results and Discussion

In this section, the results are presented according to the two sub-questions below,

-What are the challenges faced by both the mentors and mentees during this period?

-What are the possible solutions to the challenges denoted herewith?

Pre-Service Teachers noted as (P-ST1 and P-ST2) and Mentor Teachers noted as (MT1 and MT2).

Challenges Encountered by Mentor Teachers and Pre-service Teachers during Teaching Practice
Amidst COVID-19

Adaptation to school culture/environment

Adaptation to the school setting can refer to the ability of the student teacher to adapt fully
into the school environment, be at par with the organisational culture and have the ability to
be socially at ease in the workspace. Deed et al. (2019) opined that teachers must have the
ability to adapt to changing settings within the school scope, especially because it is a
contemporarily flexible space. Hellsten et al. (2009) premise that the inability of the pre-
service teachers to adapt to the school setting can ultimately bring about feelings of inadequacy
and isolation within the new space. They are often overloaded and overwhelmed by the
demands of the profession and, in turn, become frustrated.

PST1: Sometimes, I was unable to manage my time very well. I was going to the class
having prepared for a one-hour lesson. When I get there, the content gets prolonged;
some students don’t understand because they missed most of the content last year due
to COVID-19.

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

P-ST2: No, we were not involved in staff meetings, even extra-curricular activities. It was
just chess, which the learners asked me to assist them. I was not given that task officially.

The concerns expressed by both participants are evidence that pre-service teachers struggled
with the adaptation to the school environment due to the conditions enforced by COVID-19,
especially on issues that relate to classroom discourses. Many people have looked up at
teachers with beaming awe and high regards, strongly believing in them, and placed their
confidence in them, assuming that they would find the ways and means to reach out to
students amidst difficulties and go through the rigours to reach out to students effectively
(Patimo & Lucero, 2021). The current methods used in the training of pre-service teachers thus
fail to cater to the need for pre-service social inclusivity, especially as schools are flexible
environments dictated by the circumstances of the period. In the first case, time management
struggle reveals the need for the mentor teacher to provide guidance, particularly because of
the transition from institutions of higher learning to schools in COVID-19 conditions, the
participant is overwhelmed. In the second statement, the student expresses feelings of
inadequacy, at which learners do not recognise him as a ‘real’ teacher. Härkönen (2013) (as
cited in Samuseviča, 2013) denotes that pre-service teachers’ professional development and
adaptation are highly governed by numerous partial and impartial factors that affect their work.

Support from role players

The role players who are involved in the induction process of pre-service teachers are firstly
the Institution of Educator Training, the Department of Basic Education (hereafter DoE), the
principal and the SMT, the mentor teacher and the pre-service teacher. All the parties
mentioned above have a role to undertake during the induction process and should extend a
hand of support to pre-service teachers in order to ensure that their confidence does not
deplete. Lattore-Cosculluela et al.(2021) assert that creativity and collaboration are
competencies that aid in the learning in non-conventional classroom environments and can
prove effective in developing skills in students. The support from all the parties involved can
translate to mutual learning and knowledge transfer. Mutual learning therein means that all
role players are engaged in constant interactions through dialogue and develop an
understanding which affects a workable atmosphere where reflection, feedback and
interpersonal ties are upheld (Salinitri, 2005).

P-ST1: There’s no support. There’s no support because if you find that your mentor is a
new teacher, both of you will just be going around with no guidance, getting to know
the content, the implementation and teaching strategies.

P-ST2: I only saw the SMT on the first day; I saw the principal two days before I started.
On the day I arrived, I met the principal, he handed me over to the HOD (Head of
Department), and the HOD gave me a teacher– a mentor teacher, and that was it.

MT1: So far, I haven’t experienced any involvement of body beyond the school
environment, either the university where the student comes from or the department.

MT2: The involvement only comes in during the evaluation part. That’s where the
institution gets involved, but beyond that, I haven’t experienced any extended
involvement.

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

The repetition of the lack of support from the role players simply denotes the severity of the
feeling of the solitude felt by the pre-service teacher. It is evident that pre-service teachers do
not receive scaffolding of any sort from the aforementioned role players. Needless to say, this
leaves the pre-service teachers with feelings of neglect and takes away from the intended
purpose of teaching practice which leaves the pre-service teacher with misconceptions of what
teaching practice is about. Equally important, the mentor teacher also expresses the limited
involvement from both the Department of Education and the teacher training institutions. The
Department of Education can assign teaching practice practitioners to ensure that schools are
not maltreating training teachers. Moreover, one can conclude that both the SMT and the
principal can employ a more hands-on role than overseers by ensuring that the trainee student
is well accommodated, not just by the mentor but by the whole staff members. Laker et al.
(2008) hold the view that pre-service teachers predominantly esteemed direct professional
support and guidance not only from their mentor teachers, they also valued the communal
support of their pre‐service and teacher colleagues. The Institution of Educator Training must
equally show extensive support to the student teachers as they have expressed feelings of
neglect, upon which an appointee from the institution will only come upon observations. The
delegates from institutions must do regular check-ups on students.

Mentor teacher awareness

In this paper, this concept speaks to the knowledge of the mentor teachers about the duties
that are expected of them during the induction process. Mentor teacher’s insufficient
comprehension of promoting pre-service teacher reflection and the pre-service teachers’
independence results in less mentorship effect, if not none at all. Jones (2009) alludes that
performing the part of a role model and having the authority to be critical and act as a ‘friend’
at most is challenging, and thus, there should be a critical examining of issues in relation to the
control of power which comes with the position of being a mentor. Teachers should be oriented
to move away from the shared understanding of what mentorship is about, which is regarded
as traditional where there is a linear routine.

P-ST2: On the first day, I found that my mentor teacher was going to a first period. So
when I was handed over to him, it was already his first period, which means that I just
went with him and observed without him explaining anything to me. And for the next
few days, I would just tag along to observe what he does.

MT1: No, there was no formal notice, I only learnt about the arrival at school that
morning and the principal told me that we have a visitor and she’s coming here to do
practicals with no formal warning.

This conversation shows that the mentor teachers lack the knowledge orientations that are
supposed to be passed on to the trainee pre-service teachers. From the above conversation, it
appears the COVID-19 pandemic resulted in some mentor teachers not being prepared to
accommodate students especially alluding to the fact that the second pre-service teacher went
to class with his mentor who had not sat down with him prior about anything, the concepts
that were to be discussed on the day, among others. Mentor Teacher 1’s response is an
indication that schools do not formally sit and plan in anticipation of pre-service teachers.
Planning about aspects such as the number of student teachers, the teachers that will

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

undertake mentoring duties and how they will be accommodated are not discussed. Childre
and Van Rie (2015) assert how hybrid mentor teacher training is optimal in endorsing mentor
teacher awareness as mentor teachers face the challenge of not knowing what to do during
the training programme. It is evident that schools do not treat teaching practice with the level
of seriousness it deserves. This therein indicates that mentor teachers are rather the link that
has been neglected within the whole process, having not been oriented on how to
accommodate trainees within their scope of work and the likes. Mentor teachers must undergo
training on how to provide essential guidance.

Lack of motivation

This aspect is the lack of motivation on the parts of both mentor and student teachers alike.
The confidence in pre-service teachers to recognise themselves as belonging to the space and
having a meaningful contribution in the teaching and learning discourses is somewhat limited.
More than that, some mentor teachers are disengaged and are not willing to take up the part
of mentoring the pre-service teachers.

PST2: It was classroom management… you will find students walking out of the
classroom because you are a student teacher. Uh they don’t care, they don’t ask, they
just walk out. They walk out in twos, in pairs to the toilet and the period after break.

MT1: Yes, it’s a very big challenge, but because we came from that very same
environment where we had to go to schools without warning schools, we have to give
room to those student teachers.

MT2: I think it would be a good strategy to encourage mentor teachers. It’s a lot of work;
it needs a little bit of incentive just to motivate you…

The statement from P-ST2 is evidence that the student teacher also has feelings of inadequacy.
Allowing students to walk out without stopping them shows that the pre-service teacher also
lacks confidence in his abilities to bring about order to the classroom by putting an end to
learner indiscipline. Therefore, this reduces the student teacher’s motivation to perform
certain tasks and fulfil the demands of the induction process. MT1 speaks of how challenging it
is to have the task of scaffolding a pre-service teacher; however, there is little enthusiasm to
address these challenges, meaning the motivation to create environments suitable for them to
carry their work effectively is depleted; hence they conform and succumb to the tradition of
the system. It is important for mentor programme overseers in schools such as principals and
SMT’s to provide approaches to reinforce pre‐service teachers’ and mentor teachers’ principles
and maintain their motivation (He, 2009). For mentor teachers, motivation can be enhanced
through offering incentives upon taking up the mentorship role. For pre-service teachers,
motivation can be elevated by allowing them to engage in every space within the school
curricular and including them in important school functionalities.

Programme on the induction of pre-service teachers

Pre-service teachers felt that there was no formal programme guiding them at school. Mentors
guided pre-service teachers as they deemed fit. This is confirmed by the two pre-service
teaches utterances below:

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

P-ST2: The trails are a logbook where you sign; those are for the institution and the file,
which is a report back. But if you were to go back to the school, you won’t find any
document that would indicate my presence in the school for teaching practice on a
specific date.

P-ST1: There were no programmes that indicate how teaching practice should unfold. I
think the only document that can essentially trace me to the school would be the
COVID- 19 screening tool, which I had to fill every morning after my temperature was
taken

This conversation reveals no formalised or standardised programme that outlines each role
player’s expectations within the duration of teaching practice. This, therefore, implies that all
the parties involved perform the induction processes differently. The lack of a universal
teaching practice programme eliminates the standardisation pertaining to which aspects of
both pedagogical discourses and the overall school culture should be heightened. As such, each
individual teacher transfers whatever knowledge they deem important to the student, but not
the knowledge that can ascertain good, quality teachers. In turn, pre-service teachers end up
internalising and copying the modus operandi of the mentor teacher in different situations, not
what is outlined in the policies. In some instances, some pre-service teachers end up exiting
the teaching practice period without having learnt anything valuable due to the fact that
teachers operate differently, and while one teacher might approach teaching practice with
enthusiasm, another one might not. Therefore, it is logical to assume that a programme will
assist in ensuring that pre-service teachers deduce as much as possible from the programme
as they will be inquiry filled if they have a guiding tool of which features they ought to enquire.
According to Ingersoll (2012), teacher training programmes are a vital tool in the induction of
pre-service teachers as they serve as a guideline on what the process should entail. On the
other hand, Tsotetsi et al. (2020) believe that the quality of induction of pre-service teachers
can affect the quality of teaching and learning offered in schools.

Solutions to the Challenges Faced by Pre-service Teachers and Mentor Teachers

Multiplicity in mentorship

Mentorship multiplicity in this regard refers to pre-service teachers receiving mentorship not
only from a single mentor teacher but from multiple teachers in the school who are in the
capacity to provide such. Collaborative teaching must be encouraged in order to ensure that
that pre-service teachers get the best out of the mentorship programme.

MT2: I believe it is our responsibility as teachers in the school to teach student teachers
about the profession, especially as we come from the same system, by showing them
how things are done, supervising them, assessing them, engaging them also in
collaboration teaching.

MT1: Of course, I’m the mentor teacher, but sometimes, it becomes a little too much. I
think some help from the SMT would do.

My colleagues are quite helpful. For example, on the days I’m absent, I’m not feeling
well, or I’m not able to make it to work, I’d have my colleagues taking over in mentoring
my students and guiding them in my absence.

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

The conversation revealed that multiple mentorships could assist not only the student teacher
to draw the maximum out of the teaching practice experience, but it can be beneficial to the
mentor teacher in cases where they have other obligations that may cause them to be absent
from work. MT2 speaks of collaborative teaching, which is essential in imparting multiple
teacher orientations to a student. This implies that if the pre-service teacher is not only
restricted to one mentor, they internalise as much work and professional etiquette from all the
teachers who act in their mentor capacity. This also reveals that in the absence of the mentor
teacher, the inductee teacher is not obliged to act in the teacher capacity to close the teacher’s
position gap, as they can be redirected to another availably assigned mentor teacher. Dlamini
(2017) divulges the importance of collaborations in preparing pre-service teachers for the
world of work, which can eliminate misconceptions regarding the occupation and affect their
efficacy.

Mentor teacher workshops

Mentor teacher workshops in this regard refer to the training of mentor teachers before they
accommodate pre-service teachers in their practice. Mainly because teachers receive no formal
help from designated authorities or mentors receive no formal guidance from their district
departments, and when they are tasked to perform such a duty, they struggle.

MT1: I think the heads of departments in higher education institutions like the UFS, the
people who are handling this programme of student teachers, are supposed to have
workshops, some kind of workshops with the schools around. They are supposed to
have that workshop where they emphasise the points that the mentor teachers must
prioritise when these student teachers arrive in the school, the time frames … including
conduct, the conduct of the student teacher at the school, how are they supposed to
be conducted and how these mentor teachers are supposed to report to the institution,
report on the behaviour and level of preparedness of the pre-service teacher.

The conversation reveals the importance of workshops and mentor teacher training. From
MT1’s response, we can deduce that mentor teachers are stranded when given the mammoth
task of inducting pre-service teachers. What is strikingly important is that the participant
highlights that teacher training institutions should collaborate to draw up a guiding tool, be it a
policy or any form of document that will serve as a guideline on how to conduct the induction.
What is essential here is to note that teachers need preparation programmes to show that they
can mentor the inductees.

Online pre-service teacher diaries

As suggested by participants, these online diaries refer to web platforms that allow pre-service
teachers an opportunity to record their assessments and their experiences online as they
transpire. This is important as it will ensure that it keeps a record of what pre-service teachers
encounter during their induction, especially in such a critical time as COVID-19, where the
entire school system is forced to move from traditional teaching methods to integrating
technology. Pokhrel and Chhetri (2021) denote a lack of online educational infrastructure.
However, this is not the case for institutions of higher learning as they are well equipped and
have been using online learning for some time.

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

The COVID-19 pandemic forced teachers and educational leaders to reckon with existing digital
inequities that some were not even aware existed because distance learning was the main and
sometimes only learning platform at the beginning of the COVID-19 lockdown (Williams,
McIntosh & Russell, 2021; Subedi & Subedi, 2020).

P-ST2: I think the institution should be there holistically, not just come once to assess
you. I think if I go back to the solution that I provided, the online part, that is the daily
assessment on my part whereby when you come out of the class, you sign in and then
send your experience of the classroom for that day so that you send ideas as they come
or those experiences as they come. So it will be sort of a diary, an online diary so that
you can be assisted immediately. And then the assessment should be done there, and
the lecture should be involved in those discussions.

The conversation above reveals the importance of integrating technology into the teaching
practice programme. Online diaries can prove helpful by ensuring that teachers’ day-to-day
encounters are recorded online and are responded to with utmost urgency. What is important
is that these online programmes will ensure that there’s communication flow between the
major stakeholders of the induction programme, being the institution of higher learning and
the pre-service teacher. Madlela (2015) outlines how incorporating ICT into teaching practice
has altered the domain and brought about positives which allow for the smooth sailing of the
programme and eliminate backlogs. Inevitably so, these teacher diaries may have challenges as
there are glitches with the use of technology; therefore, the online diaries can prove helpful in
ensuring that induction programmes are a success.

Role players’ involvement

This aspect looks at the role each role player employs in the induction process. Literature
reveals that principals, teacher training institutions, and the Department of Education are
rather invincible in the induction process. As such, mentor teachers find themselves having to
carry the whole responsibility of ensuring that pre-service teachers are well trained across the
school settings.

MT2: School Management Teams can try to be more involved so that pre-service
teachers don’t feel overwhelmed by the work, especially in the middle of such a
pandemic where sometimes I also do not know how to go about my work, how do I
then provide guidance? I think from all the circulars I have seen from the Department,
during this time, none has referenced how pre-service teachers should be
accommodated in schools.

This aspect speaks to the notion that all the role players involved in the induction process must
be held accountable. Essentially they should be the primary the Department of Education as
the primary stakeholder should be in position to direct the whole programme to ensure that
pre-service teachers and mentor teachers alike are not overwhelmed. As mentioned in the
conversation above, the other role players, including the principal, should champion the
interests of pre-service teachers through extensive involvement during the induction process
as the product of the whole programme ploughs back to the Department of Education.
Ntsoane’s (2017) paper revealed that SMT members in schools do certainly initiate their pre-
service teachers. However, their duties and exertions are adversely affected by the lack of an

Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
Amidst COVID-19: A Teaching Practice Case Study

Research in Social Sciences and Technology 2021
E-ISSN: 2468-6891 ressat.org

apparent and comprehensible induction policy, further enhanced by the lack of involvement
from the Education Department workforce and a lack of training.

Conclusion

This paper, titled: Mentor-mentee experiences amidst COVID-19, was concerned with the
challenges experienced by both mentors and mentees. The challenges that faced both mentor
and mentee teachers were dissected to provide practical solutions that aided in solving the
problem of poor mentorship programmes, which essentially resulted in zero mentorship
impacts. Zero mentorship impacts imply that pre-service teachers draw the least from a
programme that was conceptualised to provide an on-the-job learning experience. This,
therefore, pushes prompts a dislike for the profession and will eventually result in lesser human
capital. Based on the results, a collaborative approach should be employed to deal with some
of the challenges experienced by mentors and mentees.

Recommendations

The Department of Basic Education must be wholly involved in the induction of trainee teachers
by employing personnel that will be responsible for doing check-ups on pre-service teachers.
The Department must also introduce workshops to train veteran teachers on how to conduct
inductions and what aspects they must prioritise during training. They must also hold the
responsibility of establishing programmes in collaboration with teacher training institutions
that will serve as guidelines on what mentor teachers should do. Institutions of higher learning
must also play a proactive role and not only surface towards the end of the programme when
pre-service teachers must be evaluated. Institutions must also introduce the use of technology
within the programme to answer students at their earliest convenience. Finally, pre-service
teachers themselves must take the initiative in their learning experience.

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Research in Social Sciences and Technology

Volume 6 Issue 2, 2021 Tsotetsi, C.T. & Mile, S.A. Mentor-Mentee Experiences
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Research in Social Sciences and Technology 2021
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