Ngololo, ElizabethShinyemba, TobiasNehemia, MarthaKanandjebo, LeenaAbah, JamesKambeyo, LinusNghikembwa, TaimiNeshila, FaustinaVan Wyk, JacolynTshiningayamwe, SirkkaPoulton-Busler, Richardine!Gontes, KarolineSheyapo, MirjamAnyolo, EvelineNaxweka, JohannaAusiku, CharityNaukushu, ShiwanaSimon, AlbinChainda, Allen2025-10-282025-10-282025http://hdl.handle.net/11070/4175This study presents the context of the teaching practicum at UNAM with respect to the perspectives of mentor teachers, lecturers, and student teachers on the SBS quality. The findings of this study highlight the views on the empowerment and mentorship of supervisory teachers in schools, developing a network of SBS schools, collaboration between the school community and teacher education institutions, and bridging the gap between theory and practice in teacher educationThis study aimed to inform the development and revision of practices, as well as the content and processes, to strengthen teacher education modules to enhance SBS at UNAM. A group of lecturers from the School of Education and a researcher from the Multi-disciplinary Research Services fostered collaboration to collect quantitative data. This study was funded by UNAM to extend the project between UNAM and the University of Oulu to strengthen teacher education through joint research in areas of mutual interest, mobility, and joint development of online courses/materials. Under this agreement, a component of the research was undertaken, leaving out the survey aimed at exploring relevant teacher-education practices.enShort training programmesInterpersonal conflictsEvaluation processesReflective practices and mentorshipComprehensive development of expertiseSchool-based studiesTeacher trainingUniversity of NamibiaNamibiaAnimation