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International Journal of Advanced Research and Publications

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COVID-19: A Transformative Epoch For Effective Online Mentoring Of Pre-Service Teachers On Teaching Practice: The Use Of Technology Acceptance Model (TAM) Theory And Practice

Volume 5 - Issue 7, July 2022 Edition
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Sithulisiwe Bhebhe
COVID-19, online mentoring, online classrooms, mentor teacher, pre-service teacher, teaching practice.
The gradual transformation of teacher education practices towards the 4th industrial revolution (4IR) teacher education practices was further expedited by the advent of the COVID-19 pandemic in the world. The current educational practices aligned to the 4IR are mainly identified with the use of technology in almost all aspects, teaching, learning and mentoring. This paper explores literature to determine how the Technology Acceptance Model (TAM) theory may be used to guide mentoring of pre-service teachers on teaching practice to effective online mentorship of pre-service teachers on teaching practice. The findings in this paper reveal that there was an interconnection between the existence of the COVID-19 and the need for effective online mentoring of pre-service teachers on teaching practice, technology acceptance and use, social and educational transformations. This paper concluded that the advent of COVID-19 sparked fears of the spread of coronavirus, which causes COVID-19 and the WHO called for social isolation. This move further transformed pre-service teacher mentorship to online processes. This paper also concluded that in order to provide effective online mentoring to pre-service teachers on teaching practice, a pre-service teacher must be paired with a competent and technologically skilled mentor teacher. Pre-service teachers also require support in their daily practice, proper online interactions, and online mentor teachers who are secure in their ability to carry out their tasks as online mentors. This paper recommends that the TAM theory be used to influence the mentorship of pre-service teachers on teaching practice. Another recommendation is that teacher education institutions should encourage both pre-service teachers and mentor teachers to use technology and provide technological tools and software that make online mentoring of pre-service teachers on teaching practice easier.
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