Challenges in achieving effective mentoring during teaching practice in teacher education institutions
This study sought to find out the challenges in achieving effective mentoring during teaching practice in the teacher education institutions in Zimbabwe. The multiple case study design was used and five teacher colleges participated in this study. The purposive sampling technique was used to select the participants. The participants included student teachers and mentors. Data were generated through focus group discussions for both student teachers and lecturers. Data were analysed through interpretive study analysis.