Exploring perspectives of University Assessors towards mentorship of Accounting student teachers during teaching practice in secondary schools: A case study of a selected South African University

Exploring perspectives of University Assessors towards mentorship of Accounting student teachers during teaching practice in secondary schools: A case study of a selected South African University

Radhakrishnan Ramachandran Nair

Issue: Vol. 7 No. 5 2026 Article 1 pp. 487 – 503
DOI : https://doi.org/10.38159/jelt.2026751 Published online 26th June 2026.

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ABSTRACT

The purpose of this research was to explore the perceptions of the university assessors about the quality of mentorship received by accounting student-teachers during teaching practice in secondary schools in South Africa. Mentorship during teaching practice is central to the professional learning of accounting student-teachers. Although mentors implement mentorship in schools, university assessors are positioned to evaluate the consistency and quality of mentorship practices in multiple placements and settings. This enquiry is guided by social learning theories. A qualitative approach was employed in accordance with the phenomenological paradigm selected for the study. Semi-structured interviews were conducted with nine university assessors involved in assessing accounting student-teachers from one selected university. The data was analysed using a thematic data analysis technique. It emerged that the quality in mentoring is uneven in participating high schools. It surfaced that some mentors provide structured support through lesson-plan checks, coaching, classroom support, and feedback, while some other mentors disengage, leaving student-teachers largely unsupported. Assessors attributed uneven mentorship quality to mentor workload and school culture, lack of formal mentor preparation, and weak subject-specific guidance and feedback. It is recommended that structured mentor preparation, stronger coordination between universities and schools and mechanisms to strengthen subject-specific mentoring and feedback in accounting teacher education are critical for quality mentorship of student-teachers.

Keywords: Accounting Education, Mentorship, Teaching Practice, University Assessors, Teacher Education Programme.

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AUTHOR(S)

Dr. Radhakrishnan R. Nair is a Lecturer in the Department of Business Management Education, Faculty of Education, Walter Sisulu University, South Africa. He holds a PhD in Education and specialises in teacher education, mentoring, pedagogical content knowledge, accounting education, and school-based learning. His research focuses on the professional development of pre-service teachers, mentoring during teaching practice, and the enhancement of teacher education programmes. His scholarly interests include mentoring models, teacher identity development, curriculum innovation, and accounting teacher education.

TO CITE ARTICLE

Nair, Radhakrishnan Ramachandran. “Exploring perspectives of University Assessors towards mentorship of Accounting student teachers during teaching practice in secondary schools: A case study of a selected South African University.” Journal of Education and Learning Technology 7, no.5 (2026): 487 – 503. https://doi.org/10.38159/jelt.2026751