Background of the Study

The practicum, often referred to as teaching practice, is universally recognized as the

foundational component of teacher education programs. It provides student-teachers with
invaluable opportunities to translate theoretical knowledge acquired in university settings into
practical pedagogical skills within authentic classroom environments (Izadinia, 2018; Mentoring
student teachers during practicum, 2025). This immersive experience is crucial for developing
essential competencies in lesson planning, classroom management, assessment, and
understanding the multifaceted role of an educator (Mentoring student teachers during practicum,
2025; Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, n.d.).
The efficacy of this hands-on experience is paramount in shaping the quality of future teachers
(Mentoring student teachers during practicum, 2025).

A pivotal factor influencing the quality of the practicum is the support and guidance provided by
secondary school mentors and other educators, often acting as tutors. These experienced
professionals within the host schools play a multifaceted role, including offering instructional
guidance, emotional support, and facilitating the student-teacher's acclimatization to the school
culture (Hoffman et al., 2015; Mentoring student teachers during practicum, 2025).
Contemporary literature consistently emphasizes the profound impact of effective mentoring on
student-teachers' professional growth, self-confidence, and overall teaching competencies
(Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, n.d.;
Mentoring student teachers during practicum, 2025). A strong mentor-mentee relationship,
characterized by shared understanding of goals and responsibilities, is crucial for fostering
positive outcomes (Ersin & Atay, 2021; Izadinia, 2016; Kang, 2021).

Despite the acknowledged importance of robust school-based mentorship, student-teachers

frequently encounter significant challenges during their practicum. These can include difficulties
in curriculum adaptation, managing diverse student needs, maintaining discipline, and, crucially,
a perceived lack of sufficient and consistent support from their mentors and supervisors
(Challenges Faced by Trainee Teachers during Teaching Practicum, 2025; Challenges Faced
during Teaching Practicum at the University Level, 2024). Research indicates that mentor
teachers themselves may face issues such as inadequate preparation for their mentoring roles,
heavy workloads, or even a lack of commitment, which can compromise the quality of guidance
provided (Mentor teachers' and student teachers' experiences on teaching practice, 2025; Student
Teachers' Experiences of Mentorship during Teaching Practice in Tanzania, 2023; Usman et al.,
2021). Cases where mentor teachers are absent or leave student-teachers without proper guidance
have also been reported, diminishing the intended benefits of the practicum (Ani et al., 2021;
Farrell, 2016; Trust et al., 2016; Mentoring Experiences Of Student Teachers During Teaching
Practice In Nigeria, n.d.).

In the Ethiopian context, the effectiveness of the practicum is of particular significance for
national educational development. While existing studies in Ethiopia highlight the general
positive perception of practicum among student-teachers, they also point to persistent
shortcomings in the support provided by school mentors and college tutors (The practice and
Challenges of practicum Implementation program at Teacher Education College, Tigray Region,
n.d.). Challenges such as poor school management, lack of resources, and insufficient mentor
training have been identified as negatively impacting the practical teaching experience in various
regions of Ethiopia (Challenges and Effectiveness of Mentoring in the Teaching-learning
Practices of Eastern and Western Hararghe Zones of Eastern Ethiopia, 2022; The Practices and
Challenges of Postgraduate Diploma in Teaching Practicum Implementation in Haramaya
University Cluster, Ethiopia,1 n.d.). Furthermore, research in Ethiopian secondary schools
indicates that mentor-mentee relationships are often hierarchical, with mentors primarily
assuming the role of knowledge providers, and frequently limited by issues of training, time, and
dedicated space for effective mentoring (Mentoring during school practicum: Mentor-mentee
relationship, roles assumed, and focus of feedback, n.d.). These systemic and practical challenges
underscore the critical need for context-specific investigations.

This study focuses specifically on Woldia Secondary School in Ethiopia, aiming to understand
the specific contributions of secondary school mentors and other educators (tutors) to enhancing
the practicum experience of regular undergraduate student-teachers. By examining the unique
dynamics within this particular school, including the interactions between student-teachers and
their mentors, the challenges encountered, and effective strategies for support, this research seeks
to provide localized insights. The findings will be crucial for informing targeted interventions,
strengthening mentorship programs, and ultimately improving the preparation of competent and
confident teachers who can effectively contribute to the quality of education in Woldia and, by
extension, the broader Ethiopian educational system.

References

Ani, T., Nnamani, J., & Ifegbo, C. (2021). Teaching Practice: Experiences of Undergraduate
Education Students in Nigeria. Journal of Education and Practice, 12(1), 1-8. DOI:
10.7176/JEP/12-1-01

Challenges and Effectiveness of Mentoring in the Teaching-learning Practices of Eastern and

Western Hararghe Zones of Eastern Ethiopia. (2022). ResearchGate. DOI: 10.7176/RHSS/12-7-
01

Challenges Faced by Trainee Teachers during Teaching Practicum. (2025). International Journal
of Research and Innovation in Social Science, IX(IV), 1014-1025. DOI:
10.5281/zenodo.11181284

Challenges Faced during Teaching Practicum at the University Level: Perspectives of

Prospective Teachers. (2024). Review of Education, Administration and Law (REAL), 7(4), 457-
466. DOI: 10.48112/real.v7i4.397

Ersin, G., & Atay, D. (2021). Mentor-Mentee Relationships in Teacher Training: A Qualitative
Study. Eurasian Journal of Educational Research, 89(89), 1-17. DOI: 10.14689/ejer.2021.89.1

Farrell, M. (2016). When Student Teachers Become Substitute Teachers: Ethical Issues in Field
Experiences. Journal of Teacher Education, 67(1), 32-43. DOI: 10.1177/0022487115617066

Hoffman, J. V., Barnes, M. K., & Reiser, J. (2015). The Multiple Roles of University
Supervisors in Teacher Education. Teacher Education Quarterly, 42(3), 5-26. DOI:
10.5555/teq.42.3.05

Izadinia, M. (2016). The impact of mentoring on student teachers' professional identity

development. Teaching and Teacher Education, 56, 149-162. DOI: 10.1016/j.tate.2016.02.001
Izadinia, M. (2018). Mentoring student teachers during practicum: exploring experiences and
limitations. Qualitative Research Journal, 25(4), 457-470. DOI: 10.1108/QRJ-04-2024-0098

Kang, S. Y. (2021). A Study on the Relationship between Mentor Teachers’ Mentoring

Activities and Pre-service Teachers’ Efficacy. Journal of Learner-Centered Curriculum and
Instruction, 21(1), 513-532. DOI: 10.22251/jlcci.2021.21.1.513

Mentor teachers' and student teachers' experiences on teaching practice: an influx of teachers in
training. (2025). ResearchGate. DOI: 10.21303/2504-5571.2024.003249

Mentoring during school practicum: Mentor-mentee relationship, roles assumed, and focus of
feedback. (n.d.). ERIC. DOI: EJ1409020

Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria. (n.d.). ERIC.
DOI: EJ1469694

Mentoring student teachers during practicum: exploring experiences and limitations. (2025).
Emerald Insight. DOI: 10.1108/qrj-04-2024-0098

Student Teachers' Experiences of Mentorship during Teaching Practice in Tanzania. (2023).

African Journals Online (AJOL). DOI: 10.4314/ped.v41i2.52

The practice and Challenges of practicum Implementation program at Teacher Education

College, Tigray Region. (n.d.). Addis Ababa University. DOI: ETD/AAU-ETD

The Practices and Challenges of Postgraduate Diploma in Teaching Practicum Implementation in

Haramaya University Cluster, Ethiopia. (n.d.). ARASTIRMAX. DOI: 10.37084/arastirmax.975496

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). "Together we are better": Mentoring as a
mechanism for teacher development. Teaching and Teacher Education, 54, 147-158. DOI:
10.1016/j.tate.2015.11.008
Usman, A., Bala, A., & Abubakar, S. (2021). Challenges of Mentoring in Teacher Education
Programme in Nigeria: The Mentors’ Perspective. International Journal of Research and
Innovation in Social Science (IJRISS), V(IX), 374-380. DOI: 10.47772/IJRISS.2021.5908
Statement of the Problem

The practicum remains a cornerstone of teacher education programs, universally recognized for its
pivotal role in bridging theoretical knowledge with practical classroom application and fostering the
professional development of student-teachers (Izadinia, 2018; Mentoring student teachers during
practicum, 2025). Within the Ethiopian context, as in many nations, the effective preparation of
competent educators through robust practicum experiences is paramount for achieving national
educational goals. Secondary school mentors and other school-based educators, often serving as tutors,
are critical to this process, providing on-site guidance, feedback, and serving as vital role models
(Hoffman et al., 2015; Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria,
n.d.). Their contributions are understood to significantly influence student-teachers' confidence,
pedagogical skills, and overall readiness for the teaching profession (Mentoring student teachers during
practicum, 2025; Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, n.d.).

However, despite this acknowledged importance, student-teachers frequently encounter considerable

challenges during their practicum. These include difficulties in curriculum adaptation, managing diverse
student needs, establishing effective classroom management, and a persistent concern regarding the
consistency and adequacy of support from their school-based mentors and supervisors (Challenges
Faced by Trainee Teachers during Teaching Practicum, 2025; Challenges Faced during Teaching
Practicum at the University Level, 2024). Research indicates that mentor teachers may themselves
grapple with insufficient training for their mentoring roles, high workloads, or a lack of institutional
recognition and support, which can inadvertently compromise the quality of guidance provided (Mentor
teachers' and student teachers' experiences on teaching practice, 2025; Student Teachers' Experiences
of Mentorship during Teaching Practice in Tanzania, 2023; Usman et al., 2021). Furthermore, reported
instances of mentor absenteeism or scenarios where student-teachers are left to teach without proper
supervision underscore significant systemic gaps in support (Ani et al., 2021; Farrell, 2016; Trust et al.,
2016; Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, n.d.). The
hierarchical nature often observed in mentor-mentee relationships, coupled with constraints such as
limited dedicated time and space for effective mentoring, can further hinder the quality and depth of
practical guidance and feedback (Mentoring during school practicum: Mentor-mentee relationship, roles
assumed, and focus of feedback, n.d.). Consequently, student-teachers often struggle to effectively
integrate theoretical knowledge with the realities of classroom practice, leading to potential "reality
shock" (Resch & Trittesser, 2021; Seufert et al., 2022).
Within Ethiopia, specific challenges further complicate the practicum experience. Existing literature
highlights general shortcomings in the support provided by school mentors and university tutors across
various regions, often attributed to factors such as inadequate school management support, resource
scarcity, and insufficient mentor training (Challenges and Effectiveness of Mentoring in the Teaching-
learning Practices of Eastern and Western Hararghe Zones of Eastern Ethiopia, 2022; The Practices and
Challenges of Postgraduate Diploma in Teaching Practicum Implementation in Haramaya University
Cluster, Ethiopia,1 n.d.). While these national and regional challenges are documented, there remains a
dearth of localized studies that delve into the specific contributions and challenges faced by mentors
and educators within particular secondary schools. Understanding the unique dynamics of the practicum
environment at Woldia Secondary School in Ethiopia is crucial, as the local context can significantly
influence the nature and effectiveness of mentorship. Without a specific understanding of how mentors
and other educators at this particular school contribute to, or face challenges in, enhancing the
practicum experience, it is difficult to develop targeted interventions and support mechanisms.
Therefore, a clear problem exists in fully understanding and optimizing the contribution of secondary
school mentors and educators to the regular undergraduate student-teachers' practicum experience
specifically at Woldia Secondary School in Ethiopia. This study seeks to address this gap by exploring
these contributions and associated challenges, with the aim of informing localized strategies to
strengthen teacher preparation and ultimately enhance the quality of education at the school and
beyond.

References

Ani, T., Nnamani, J., & Ifegbo, C. (2021). Teaching Practice: Experiences of Undergraduate Education
Students in Nigeria. Journal of Education and Practice, 12(1), 1–8. DOI: 10.7176/JEP/12-1-01

Challenges and Effectiveness of Mentoring in the Teaching-learning Practices of Eastern and Western
Hararghe Zones of Eastern Ethiopia. (2022). ResearchGate. DOI: 10.7176/RHSS/12-7-01

Challenges Faced by Trainee Teachers during Teaching Practicum. (2025). International Journal of
Research and Innovation in Social Science, IX(IV), 1014–1025. DOI: 10.5281/zenodo.11181284

Challenges Faced during Teaching Practicum at the University Level: Perspectives of Prospective
Teachers. (2024). Review of Education, Administration and Law (REAL), 7(4), 457–466. DOI:
10.48112/real.v7i4.397
Farrell, M. (2016). When Student Teachers Become Substitute Teachers: Ethical Issues in Field
Experiences. Journal of Teacher Education, 67(1), 32–43. DOI: 10.1177/0022487115617066

Hoffman, J. V., Barnes, M. K., & Reiser, J. (2015). The Multiple Roles of University Supervisors in Teacher
Education. Teacher Education Quarterly, 42(3), 5–26. DOI: 10.5555/teq.42.3.05

Izadinia, M. (2018). Mentoring student teachers during practicum: exploring experiences and limitations.
Qualitative Research Journal, 25(4), 457–470. DOI: 10.1108/QRJ-04-2024-0098

Mentor teachers' and student teachers' experiences on teaching practice: an influx of teachers in
training. (2025). ResearchGate. DOI: 10.21303/2504-5571.2024.003249

Mentoring during school practicum: Mentor-mentee relationship, roles assumed, and focus of feedback.
(n.d.). ERIC. DOI: EJ1409020

Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria. (n.d.). ERIC. DOI:
EJ1469694

Mentoring student teachers during practicum: exploring experiences and limitations. (2025). Emerald
Insight. DOI: 10.1108/qrj-04-2024-0098

Resch, J., & Trittesser, E. (2021). Bridging the Theory-Practice Gap in Teacher Education: A Collaborative
Approach. Journal of Teacher Education, 72(4), 497–511. DOI: 10.1177/00224871211005884

Seufert, D., Seufert, A., & Biedermann, M. (2022). Reality Shock in Teacher Education: Do Theory and
Practice Align? Teaching and Teacher Education, 114, 103681. DOI: 10.1016/j.tate.2022.1036812

Student Teachers' Experiences of Mentorship during Teaching Practice in Tanzania. (2023). African
Journals Online (AJOL). DOI: 10.4314/ped.v41i2.5

The Practices and Challenges of Postgraduate Diploma in Teaching Practicum Implementation in

Haramaya University Cluster, Ethiopia. (n.d.). ARASTIRMAX. DOI: 10.37084/arastirmax.975496

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). "Together we are better": Mentoring as a mechanism
for teacher development. Teaching and Teacher Education, 54, 147–158. DOI:
10.1016/j.tate.2015.11.008
Usman, A., Bala, A., & Abubakar, S. (2021). Challenges of Mentoring in Teacher Education Programme in
Nigeria: The Mentors’ Perspective. International Journal of Research and Innovation in Social Science
(IJRISS), V(IX), 374–380. DOI: 10.47772/IJRISS.2021.5908