New Perspectives in Science Education

Establishing a well-ordered transition from higher education institutions of learning in terms of mentoring relationships (mentor-mentee) to ground realities of a classroom and whole school development for newly appointed teachers in basic education level remains a challenge in a country like South Africa. Especially in a rural areas, which are characterised by lack/unavailability of resources such as adequate learning spaces, computer and science laboratories and continuous professional teacher development programmes/initiatives. Mentoring plays a significant role in preparing the next generation of basic education teachers/leaders in a changing environment. It prepares them to be conscious of the day-to-day issues that affect both the classroom and whole school development in changing times. Memory drawing is a creative and innovative mechanism of learning, researching and reflecting about past experiences. This paper examines how memory drawing can act as a catalyst of/for/in learning about the complexities of mentorship. It critically discusses a study that was conducted by a recently qualified school teacher, Luthando Mpho Molefe, as he zoom in and out on the stories of complexities he faced as a rural teacher, in a country like South Africa, as he was transitioning from an urban post school to a rural primary school destination. The research examples show how memory drawing can reveal interconnectedness between formal and informal educational experiences and reclaiming mentoring relationships in lower-ranking school quintiles. The paper also uncover how memory drawing as a learning, researching and reflective tool can help new teachers to renegotiate and reclaim their spaces in their respective margins.