One size does not fit all: Adaptive Mentorship in South African Primary Teacher Education

Lindiwe N. J. Jiyane ORCID iD & Blandina ManditerezaORCID iD

Issue: Vol. 7 No. 2 2026 Article 26 pp.392 – 402
DOI : https://doi.org/10.38159/jelt.20267226 Published online 15th May 2026.

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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This interpretive study reports that work-integrated learning is a crucial component of teacher education programmes, as it enables pre-service teachers to acquire practical experience in real-life classroom situations. This study builds upon a doctoral research project that investigated mentorship practices as a component of work-integrated learning, aiming to enhance the quality of teaching and learning. This depends on whether stakeholders integrate structured support, evidence-based practices, and continuous improvement mechanisms into teacher education programmes. This qualitative approach used Vygotsky’s sociocultural theory. The study reported on the issue of mentorship in teacher education, particularly on how mentors adapt their approaches to accommodate the diverse learning styles of primary pre-service teachers in varied classroom contexts. The purposive sample consisted of 20 pre-service teachers, five mentor teachers, and five mentor lecturers. Data from interviews, observations, and document analysis were thematically analysed. The study focused on the principles of scaffolding and the zone of proximal development to highlight the role of responsive support in the learning process. Findings revealed that effective and astute mentors adopt flexible, student-centered, personalized, and customized approaches to meet the individual needs of their mentees. The study advocates that differentiation should be rigorously implemented in WIL mentorship programmes. The study adds to the existing literature on enhancing teacher-education programmes.

Keywords: Adaptive Mentoring, Pre-Service Teachers, Scaffolding, Student-Centred Learning, Work-Integrated Learning, Zone Of Proximal Development.

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Dr. Lindiwe Jiyane is a lecturer and Work-Integrated Learning (WIL) Coordinator in the Faculty of Education at the University of Mpumalanga, Siyabuswa Campus. She is currently pursuing a doctoral degree and has extensive experience in teacher education, mentoring, and the coordination of Teaching Practice. Her academic and research interests include Work-Integrated Learning, mentorship in teacher education, multilingual pedagogies, educational technology, and authentic assessment practices. Dr. Jiyane has presented at national events and collaborates with institutions and stakeholders on initiatives to strengthen teacher preparation and professional development. She is actively involved in curriculum development, postgraduate supervision, and research focusing on improving the quality of teacher education in South Africa.

Dr. Blandina Manditereza is currently lecturing in the English Language, Life Skills, and Teaching Practice Modules at the University of the Free State in South Africa. Her research sits at the intersection of Early childhood Language development and Digital Pedagogy. She aims to influence education through her research and teaching to enhance Early Childhood Language Education practices.

Jiyane, N. J. Lindiwe, and Blandina Manditereza. “One size does not fit all: Adaptive Mentorship  in South African Primary Teacher Education.” Journal of Education and Learning Technology 7, no.2 (2026): 392 -402. https://doi.org/10.38159/jelt.20267226

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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