Are Pre-Service Teachers Receiving Quality Mentoring in Rural Schools? A Synopsis from Research in South Africa

Abstract

Rural schools present distinctive social, material, and pedagogical conditions that shape how pre-service teachers (PSTs) experience mentoring during teaching practice. This systematic review synthesised empirical studies published between 2010 and 2025 to examine how mentor teachers in rural South African schools contextualise their mentoring. Following PRISMA 2020 guidelines, 21 qualitative and mixed-methods studies were analysed using thematic synthesis. Findings show that mentoring remains predominantly apprenticeship-based, emphasising classroom control and syllabus coverage rather than the development of responsive pedagogies. Limited modelling was observed in digital technology integration, formative assessment, culturally responsive teaching (CRT), and restorative classroom management. This review proposes a framework for context-based mentoring grounded in pedagogical content knowledge for mentoring (PCK-M) and recommends structured mentor development, university-school partnerships, and explicit coaching tools to strengthen PST professional learning in rural contexts. Through responsive, context-based mentoring, this approach ensures that pre-service teachers develop the skills, confidence, and contextual understanding needed to thrive in rural classrooms.