Reframing teaching practice through virtual mentoring

Abstract

This article explored the potential of virtual mentoring to revolutionise teaching practices in Zimbabwe. Its primary focus was to determine how virtual mentoring can effectively support trainee teachers' professional development to overcome the challenges of traditional mentoring practices. A qualitative approach was used, employing a case study design with a sample of 25 participants who took part in virtual mentoring programs. Data were collected through interviews and focus group discussions. Ten mentors were interviewed individually, and 15 trainee teachers were interviewed in focus group discussions. The study is informed by four virtual mentoring theories: media synchronicity, community of practice, social presence, and distributed cognition theory. The research findings suggest that virtual mentoring is a highly effective way to provide trainee teachers with access to a broader range of expertise and feedback while offering a more flexible and convenient way to receive support. Therefore, the study seeks to develop strategies and policies to enhance teacher development and help improve education outcomes in Zimbabwe, adding to the growing research on virtual mentoring and providing valuable insights to inform the design of mentoring programs in similar contexts.