Abstract
This study explored the leadership role of educational leaders at public
Vocational Training Centres (VTCs) in terms of the pedagogical knowledge of
novice trainers who seem to struggle to impart learning content to their trainees.
Hence, VTC leadership is expected to play a vital role in novice trainers’
preparedness towards acclimatising to their first professional training position.
A qualitative approach utilising the constructivist paradigm underpinned this
study. Semi-structured interviews were used to collect data. Purposeful
sampling involving three selected public VTCs in Namibia, six novice trainers
and two members of leadership was applied in this study. The findings revealed
that novice trainers were not exposed to induction, preparedness programmes
and on-site training within VTCs to support them to assimilate successfully into
their new roles. This study recommended that there should be a formal
structured programmes (internal and external) to capacitate novice trainers in
pedagogical knowledge and practice when they are appointed to VTCs. Senior
trainers should be delegated to mentor novice trainers with regard to (among
others) lesson planning and delivery, interpretation of the unit standard
(curriculum) and policies, time and classroom management, and administrative
matters. Key words: novice trainer, preparedness, mentorship, Public Vocational
Training Centre.