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Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe

Published online by Cambridge University Press:  20 November 2015

Sithulisiwe Bhebhe ,
Tawanda Runhare  and
Ratau John Monobe
Sithulisiwe Bhebhe
Affiliation:
University of Swaziland, Private Bag 4, Kwaluseni M201, [email protected], [email protected]
Tawanda Runhare
Affiliation:
School of Education, University of Venda, Bag X5050, Thohoyandou 0950, South [email protected], [email protected], [email protected]
Ratau John Monobe
Affiliation:
School of Education, University of Venda, Bag X5050, Thohoyandou 0950, South [email protected], [email protected], [email protected]
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Abstract

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

Type
Research Article
Information
British Journal of Music Education , Volume 32 , Issue 3 , November 2015 , pp. 259 - 271
Copyright
Copyright © Cambridge University Press 2015 

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