Abstract:
Mentors and school heads play cardinal roles in teacher education programmes in most
countries, including Zimbabwe. The side-effects of such symbiosis have not yet been investigated fully.
This article used a qualitative methodological approach to investigate the perceptions of some
Zimbabwean student teachers regarding their teaching practice experiences. A sample of 10 exteaching
practice students from a teacher education college was selected and interviewed during data
collection using a semi-structured interview schedule. The participants reported a high prevalence of
sexual harassment/aggression of the students by the host schools’ heads and mentors, irrespective of
student gender. The form of aggression included seeking sexual favours and intimidation. Most
perpetrators used metaphors and satirical or sarcastic language to convey their intentions. The female
student teachers reported higher incidences than did the male students. Constant workshopping is
imperative to remind mentors and school heads of their professional and social obligations regarding
teacher education.
