Developing a sustainable framework for preservice teachers mentorship in the Foundation Phase at a higher education institution in South Africa

Abstract

This mixed-methods study aimed to design, implement and evaluate a sustainable mentoring framework for pre-service teachers in the Foundation Phase at a South African higher education institution. Grounded in Vygotsky’s sociocultural theory, it used focus group interviews, observations and questionnaires. Findings highlighted the importance of mentoring for classroom management, lesson planning, emotional support, feedback, reflective practice and professional development.