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Desimone, L.M., Hochberg, E.D., Porter, A.C., Polikoff, M.S., Schwartz, R. and Johnson, L.J. (2014) Formal and Informal Mentoring: Complementary, Complementary, Compensatory or Consistent? Journal of Teacher Education, 65, 88-110.
https://doi.org/10.1177/0022487113511643

has been cited by the following article:

• TITLE: Collaborative Responsibility in Teacher Preparation: Student Teachers’ Perceptions of the Role of Schools in Their Professional Development in Zambia

  AUTHORS: Kenneth Kapalu Muzata

  KEYWORDS: Collaboration, Schools, Student Teachers, Teacher Preparation, Teacher Professional Development, Teaching Practice

  JOURNAL NAME: Open Access Library Journal, Vol.5 No.10, October 31, 2018

  ABSTRACT: The aim of this study was to examine student teachers’ perceptions of whether schools play a significant role in their professional development. The study employed a mixed-method design. Open and closed-ended questionnaire items were used to collect data from 74 student teachers that went for Teaching Practice from three different teacher education institutions in 2016. Simple random sampling was mainly applied when selecting respondents. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) to derive frequencies, percentages as well as differences and associations of the responses from the three institutions under study. Qualitative data were summed up in themes and findings related and compared with quantitative results. Results show that while students appreciated the guidance from schools, they had a large share of dissatisfaction as well. Students faced numerous system and administrative challenges that prohibited adequate practice time in schools. It was recommended that teacher education institutions establish collaboration with schools to help students benefit from mutual understanding about Teaching Practice.