Applying a capability framework to the management of preservice teachers' mentorship at a Ghanaian university

Abstract

This study explores mentorship of preservice teachers at a Ghanaian University to identify capabilities and constrain factors for management of mentoring relationship during teaching practice. The study adopted qualitative multiple-case study, informed by the interpretive paradigm. Purposive sampling was used for twenty (20) preservice teachers, and convenience sampling was used for ten (10) mentor teachers to seek answers to the primary question: what are the capabilities and conversion factors for the management of mentorship during teaching practice at a Ghanaian University? The data were analysed thematically from the verbatim description of the participants' own words collected through semi-structured interviews, focus groups and document analysis. The results of the study are that most participants consider respect, recognition, dignity, and having a voice as key capabilities that contribute to achieving well-being in the management of mentoring relationships. Secondly, the findings indicate participants value open communication as an enabler for management of mentoring relationship. Thirdly, the results suggest unavailability of mentor teachers in mentoring relationship is one of the major constraints in management of mentoring relationship. The results further showed that the unavailability of mentor teachers and inadequate mentorship training for mentor teachers are major constraints in the management of mentoring relationship during teaching practice. The study recommends a mandatory mentorship training for mentor teachers who participate in mentoring preservice teachers. Additionally, orientation should be organized for all preservice teachers at the inception of their teaching practice to help them understand the culture and philosophy of the school for teaching practice.