Mentorship in Action: Reflecting on the Role of Undergraduate Practice Teaching in Nepal's Teacher Education Programs
DOI:
https://doi.org/10.64780/msl.v1i2.185Keywords:
Mentorship Impact, Practice Teaching, Teacher Development, Student Teachers, Educational MentoringAbstract
This study explores the role of mentorship in undergraduate practice teaching within Nepal's teacher education programs, focusing on how mentorship impacts student teachers' professional development. The research adopts a qualitative phenomenological approach to understand the lived experiences of mentors and student teachers in a real-world setting. Data were collected through semi-structured interviews with four mentors from schools in Kailali District, Nepal. The findings highlight the challenges and opportunities presented by practice teaching, with a particular emphasis on mentor involvement and the development of key teaching competencies among student teachers. Results indicate that while practice teaching is critical for bridging the gap between theoretical knowledge and practical application, it often faces challenges such as insufficient mentor engagement and limited institutional support. The study emphasizes the importance of experienced subject teachers in shaping student teachers' pedagogical skills and the need for structured mentorship programs. Furthermore, the integration of technology in practice teaching is identified as a key factor in preparing student teachers for modern classrooms. This research contributes to the understanding of mentorship dynamics in teacher education, offering practical recommendations for enhancing the effectiveness of practice teaching programs in Nepal and similar educational contexts.
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