The role of lecturers as mentors in the assessment of student teachers

Abstract

Student teaching practice and the assessment of their learning during this time play a significant role in preparing student teachers for the teaching profession. The study on which this article reports focussed on the challenges associated with the assessment of open and distance learning (ODL) student teachers during teaching practice. A previous investigation indicated that student teachers experience assessment as problematic. The specific aim of the study, therefore, was to further investigate all aspects of assessment of the current model of student teachers teaching practice at one higher education institution and to make recommendations for the improvement thereof. Students enrolled for the B.Ed. Early Childhood Development (ECD) and Foundation Phase were purposely sampled. Data were collected by means of document analysis and semi-structured interviews. Socio-constructivist and situated learning theories were used as theoretical framework to evaluate learning and assessment by lecturers, mentor teachers, peers and the students themselves. The findings are significant to improve tutorial matter, provide guidelines for assessment and coordinate a platform for partnerships between the different role players regarding this issue.