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Qualitative case study examines mentorship's impact on teacher development in Zimbabwe, highlighting key challenges and recommendations.
This study examines how cross-cultural mentorship supports teacher development and inclusivity in Zimbabwe. Guided by Bennett's Developmental Model of Intercultural Sensitivity, Deardorff's Pyramid Model of Intercultural Competence, and Ubuntu philosophy, a qualitative case study was conducted with 10 mentors and 15 mentees. Data from interviews, focus groups, and reflective journals were analyzed thematically. Findings reveal that mentorship enhances collaboration, intercultural competence, and professional growth, though language barriers and limited community participation persist. The study recommends structured, culturally responsive mentorship programs integrating global frameworks and local values to strengthen teacher development.
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Madzore et al. (2026) studied this question.
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