Abstract:
The study investigated mentors’ and supervisors’ (lecturers’) perceptions on Bachelor of Education (secondary) pre-service student teachers’ skills in lesson planning and lesson evaluation. The qualitative inquiry adopted a case study design that focused on one university in Masvingo Province, Zimbabwe. From the population of mentors, lecturers and student teachers, thirty mentors, thirty student teachers and thirty supervisors (lecturers) were purposively sampled for the study. Data were collected through interviews with mentors and document analysis of supervisors’ teaching practice supervision reports. The findings revealed that although both mentors and supervisors acknowledged that some of the B.Ed (secondary) pre-service student teachers do well in lesson planning and evaluation, most of the students displayed glaring shortcomings in articulating lesson objectives, assumed knowledge/prior knowledge, media, lesson development, and lesson evaluation. The study concludes that such shortcomings could be a manifestation of lack of thorough preparation of the students for teaching practice by the university, as well as lack of assistance and guidance from the mentors. The study recommends a peer and micro-teaching module for the students as well as a handbook on teaching practice documentation. It also recommends regular workshops for mentors.
