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All Journal International Journal of Asian Education Edukasi
Mkhomi, Moses Sipho
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Mentorship Challenges: Reflections from Mentor-Teachers in Pre-Service Teacher Programs Mkhomi, Moses Sipho; Mokobane, Z; Gqeba, NG; Mhlanga, N
International Journal of Asian Education Vol. 6 No. 1 (2025): IJAE Vol. 06, No. 1, March 2025
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v6i1.443

Abstract

Mentorship is crucial to pre-service teacher education, bridging the gap between theoretical knowledge and practical classroom experience. However, while extensive research has explored the perspectives of pre-service teachers (PSTs), limited attention has been given to mentor-teachers' challenges. This study examines the mentorship challenges encountered by mentor-teachers, framed within the Self-Regulation Learning (SRL) theory, which consists of three phases: Forethought, Performance, and Self-Reflection. Data were collected through semi-structured interviews with ten mentor-teachers from Buffalo City Metropolitan Education District schools using a qualitative phenomenological approach. Findings reveal three key challenges. First, in the forethought phase, PSTs lack structured preparation and clear expectations, leading to passive engagement and reliance on mentor-teachers. Second, in the performance phase, PSTs struggle with classroom execution and adaptability, failing to monitor and adjust their teaching strategies effectively. Third, in the self-reflection phase, many PSTs resist feedback and fail to engage in critical self-assessment, limiting their professional growth. This study recommends structured pre-placement training for PSTs, improved university-mentor communication, and the integration of reflection-based learning tools to enhance mentorship effectiveness. Strengthening mentorship programs through self-regulated learning strategies will better prepare PSTs for teaching challenges, promote autonomous learning, and reduce mentor-teacher burdens. This study contributes to teacher education literature by highlighting mentorship gaps and proposing a structured approach to improving mentorship in pre-service teacher training.
Deculturalisation Trajectory of the South African Early Childhood Development Centres: Parents’ Voices Mkhomi, Moses Sipho; Skota-Dayile, Nomvuyo
Edukasi Vol. 19 No. 1 (2025): Educational Technology
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i1.2528

Abstract

Traditionally, family sociocultural values are core to childcaring and rearing, crucial and a necessity for children’s cognitive development, growth, and learning; thus, this qualitative study sought views of parents on the sociocultural development of their 0-4-year-old children attending ECD centres/preschools/ECD Centres, in four ECD centres in the East London District, of the Eastern Cape Province in South Africa (SA). Bronfenbrenner’s (1979) Ecological Systems Theory was used as a theoretical framework to guide this study. The study was located within the Interpretivist paradigm and used a Case study design to explore the topic. Semi-structured interviews were used to collect data, which was analyzed using a thematic approach. Purposive sampling was used to sample fourteen parent participants comprising nine females and one male aged between 25 and 50 years and four grandmothers aged between 55 and 80 years. The research question was, do parents perceive any alignment between home and ECD centres in terms of sociocultural values. The parent participants in this study echoed the importance of family sociocultural values which are ignored and rejected by ECD centres as irrelevant. The study therefor concludes that the ECD centres are perpetuating deculturisation of mainly Black children. The study, therefore, recommends the compulsory use of South African indigenous languages in ECD centres to embed and transmit sociocultural values.
Deculturalisation Trajectory of the South African Early Childhood Development Centres: Parents’ voices. Dayile, N, Skota; Mkhomi, Moses Sipho
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.11901

Abstract

Traditionally, family sociocultural values are core to child caring and raring, crucial and necessary for children's cognitive growth and learning. This qualitative study sought views of parents on the sociocultural development of their 0 - 4 year old children. 
Co-Authors Dayile, N, Skota Gqeba, NG Mhlanga, N Mokobane, Z Skota-Dayile, Nomvuyo