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dc.contributor.authorBanja, M.K
dc.date.accessioned2020-05-13T11:45:14Z
dc.date.available2020-05-13T11:45:14Z
dc.date.issued2016
dc.identifier.citationBanja, M.K. (2016). Mentorship as a form of Newly Qualified Teacher Support in Zambian Secondary Schools. AFTRA Journal of Teaching and Learning in Africa, 3 (1), 34-43en
dc.identifier.issn0794-1412
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/6116
dc.description.abstractThe aim of this paper was to argue the case for the need for mentorship of newly qualified secondary school teachers in Zambia. Based on both a global perspective and the findings of a study, this paper argues that inadequate initial training coupled with an unfriendly work environment make mentorship of newly qualified teachers a necessity. Further, the paper presents numerous benefits accruing from the mentoring of newly qualified teachers. These benefits include benefits to the newly qualified teachers themselves, the heads of departments, head teachers and ultimately filter to the learners. In view of both the identified needs of newly qualified teachers and the invaluable benefits, the paper ends with a clarion call for the introduction of mentorship of newly qualified teachers in Zambian secondary schools.en
dc.language.isoenen
dc.publisherAFTRAen
dc.subjectMentorshipen
dc.subjectTrainee Teachers--Zambiaen
dc.titleMentorship as a form of Newly Qualified Teacher Support in Zambian Secondary Schoolsen
dc.typeArticleen


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