Using the data generated, this study found that mentoring learning occurred in the context of this school when the mentor teachers were able to take their formal studies, experiences of teaching and mentoring and work together during the Site-Based Initiative for Mentoring (SIM). . The mentor teachers learned about mentoring in the context of their practicing school when the mentor teacher participants were able to learn with and from others.
Introduction
In addition, mentor teachers know very little about the theoretical foundations of a university degree, and university practitioners are not aware of the work done during school teaching practice (Zeichner, 2010). This created a gap between the intention of the policy and its actual practice (Samuel, 2009).
Focus and purpose of the study
Harley and Wedekind (2004) add that as the rampant curriculum changes, the changing role of the teacher, in addition to the teacher's role as mentor, indicates a need for support and development of the teaching cohort to provide quality mentorship. It is against this backdrop of the gap between theory and practice and the lack of structured mentor training and support that this study seeks a deeper understanding of what mentors learn through their mentoring practice in school teaching practice.
Background and Rationale for the Study
International studies increasingly focus on these practices in schools for the professional development of student teachers and mentors. The mentor in the South African context is a classroom teacher who takes on the responsibility of mentoring student teachers during school-based teaching practice.
The context of the school
It further stipulates that schools take more responsibility for the development of student teachers, which signals the need for mentor teacher training and support. As early as 2000, the Norms and Standards for Teacher Education (South Africa, Department of Education, 2000) mandated teachers with the responsibility of mentoring in Initial Vocational Education and Training (IPET), requiring schools and mentors to contribute to teaching practice experience. of student teachers.
Methodology
Research Questions
Structure of the dissertation
Topics explored the mentor's perspective on their role in school-based teaching practice, mentor learning during mentoring practice, and strategies for mentor learning. Both themes explored mentors' perspective on their roles, what and how participants learned about mentoring through their mentoring practice during school-based teaching practice.
Conclusion
In fact, the mentors drew on their experiences as teachers, knowledge and mentoring skills from the School-based Mentoring Initiative (SIM) to ensure that the mentoring practice was meaningful.
Introduction
Exploring concepts: Mentor and mentoring
- Mentor: a traditional view
- Mentor: a contemporary view
- Mentoring: a developmental process
- Mentoring: in school-based teaching practice
Hawkey (1997) explains that mentors who exhibit these behavioral functions make a crucial contribution to the professional development of the student. Mentoring is valued because of the support that the mentor provides to the student learner.
Mentoring as professional practice
- Understanding mentoring as practice
- Understanding mentor teacher knowledge
- Mentoring practices as a bridge to the theory-practice divide
- Mentoring Practices develop mentoring relationships
Finally, content knowledge refers to the experience, expertise, knowledge and skills of the mentor teacher, which support mentoring practice during school-based teaching practice. However, this dichotomy does not preclude the possibility of mentoring practice to develop an educational relationship between mentor and student teacher.
Mentor learning through the mentoring practice
- Understanding mentor learning
- Mentor professional learning and professional development
- Mentor learning: An international perspective
- Mentor learning: A Perspective from Southern Africa
- Mentor learning: A South Africa Perspective
My study points to this significant gap in the status of mentor teachers in South Africa. These studies have examined the importance of mentoring in the experiences of a master teacher (Pather, 2010), the multifaceted nature of teaching as it exists in different contexts (Samuel, 2009) and the dichotomy between school and university in relation to teaching practice. (Mutemeri and Chetty, 2011).
Conditions for mentor teacher learning
Personal learning
- The development of vision for learning
- Being a willing and motivated learner
- Learning from experiences through reflecting
Reflection provides the opportunity for the mentor to analyze and reflect on teaching and learning. This type of learning is crucial and purposeful change in the mentor is drawn from reflection on experiential knowledge and experiences.
Communal learning
- Being a community of practice
- Professional knowledge base
- Community commitment
Collaboration in the practice of mentoring was realized through daily opportunities and experiences and the mentor's development was evidenced in professional skills in mentoring (Orland-Barak and Yinon, 2005). This kind of improvisation creates learning opportunities that emerge as the mentor engages in practice.
Theoretical framework
Four elements of teacher development (Linda Evans)
- Attitudinal Learning
- Functional learning
- Learning through role development
- Learning through cultural development
- Figure 2-Figurative representation of elements and features of Teacher Development
Intellectual change is revealed in a reflective practice; where the mentor teacher draws on experience to make changes to the existing practices of mentoring. This study examines learning from the mentor teacher which is considered teacher development and thus the above four elements may provide a useful lens for this study.
Conclusion
Introduction
Research design
The Interpretive Paradigm
In the study, the mentors had the opportunity to share their experiences and interpretations of the practice of mentoring. The uniqueness and idiosyncratic nature of the interpretive paradigm gave the study a broad spectrum of characteristics of mentorship without making generalizations (Cresswell, 2009).
The qualitative approach
Case study methodology
Further, case study research helps the researcher develop a reflective and critical understanding of the settings in which they work (Thomas, 2013). In relation to this study, the case study was chosen as a practical way to conduct qualitative research because it allowed me to understand how my participants, the mentor teachers, interacted with each other and with the student teacher through mentoring practices during school teaching. . practice (Cresswell, 2009).
Sampling
Purposive sampling of participants
Jo recognizes that the student teacher moves between two different places: the university and the school. 1995). The influence of student teachers and mentors on their classroom practice: an exploratory study.
About the school
- Profiling the school context
- The School-based Initiative for Mentoring (SIM)
Data collection: Methods and Procedures
The biographical questionnaire
It also allowed the researcher to orient teacher mentors to be participants in a study where they begin to think about mentoring and learning. The research question determines which data collection methods will be used in a study (Cresswell, 2009).
Semi-structured interviews
According to Maree (2007), a qualitative interview is an attempt to view the world through the eyes of the participants. The qualitative interview is a lens through which the researcher views the subjective world of the participants (Cresswell, 2009).
Focus group discussion
The transcripts were returned to the participants to verify details to ensure trustworthiness (Maree, 2007). The rules of fairness and respect were also maintained during the focus group discussion.
Data analysis
Using vignettes does not mean that the researcher is making up a story; instead, the researcher constructs the data into a story. Spalding and Phillips (2004) note that a vignette is a way of documenting data obtained through research.
Ethical Considerations
It was critical that the vignettes were direct quotes from the participants as these reflected the research question and the trustworthiness of the study. Participants were required to have a clear understanding of the protection of their anonymity and privacy and the confidentiality of the results and findings.
Trustworthiness
This details the scope of the study, the types of data to be collected and the time frames. Participants were given pseudonyms and the name of the school was omitted, except that the study was based on the mentoring experiences of four tutors teaching at a primary school in Chatsworth.
Researcher positionality
Limitations
It is the responsibility of the mentor leader to ensure that the student teacher understands the challenges associated with teaching. In addition to the mentor contributing to the teaching practice of the student teacher (Hawkey, 1997) it is equally important to support them emotionally.
Conclusion
Overview and Introduction
This theory was chosen because Evans (2002) introduces the specific foci of change in the four elements of teacher development. This question could be answered by focusing on learning as it exists in the context of mentoring practice.
Profiling the participants
His biographical questionnaire shows, like Jo, that he also has no formal training in mentoring. She represents the one of three in her staff who has received formal training in mentoring.
SECTION ONE: Perspectives of mentors' roles
Overview of section
- The mentors‟ role as leader
Participants viewed the mentor leader as passionate about the profession, able to solve problems and lead by example. As an experienced teacher, Jo found that being a mentor leader starts with the teacher themselves before leading others, such as the student teacher.
The mentor‟s role as supporter
- Supporting the student teacher acquire practical competence and skills
- Providing emotional support
- Supporting and extending the work of the university
This includes supporting the student teacher in understanding the practical implementation of the curriculum. It is equally important to support the student teacher in understanding and transitioning to the school culture (Henze & van Driel, 2009).
SECTION TWO: Mentor learning through mentoring practice
- Attitudinal Mentor Learning
- Functional mentor learning
- Procedural changes for more productive mentoring practices
- Mentor learning from professional role performance
- Mentor learning within a situated professional culture
- Learning from collaboration within a safe space
- The use of interactive discussion in an inclusive culture
Shastri also found that she needed to use the time with the student teacher creatively to get value from the mentoring experience. The mentor participants indicated that the mentoring process opened up space for them to learn from the student teachers.
Conclusion
The establishment of an inclusive culture for mentoring occurred when the participants engaged in interactive discussions, shared common problems, and offered constructive advice that supported each other's learning. Interactive learning has been suggested as effective for mentoring learning (Lieberman and Mace, 2008) which is only beneficial when linked to and inclusive of the context.
Introduction
Summary of key findings and theoretical insights
Perspectives of mentors‟ roles
However, the gap between the university and the school-related curriculum hinders the mentor's support to the student teacher. The participants tried to bridge the work of the university and the work of the school in order to better prepare the student teacher for the workplace.
Mentor learning through the practice of mentoring: what and how?
The development of the role of the mentor shows changes in the roles and responsibilities of the professional (Evans, 2002). This will require the tutor to reflect on teaching practice to create an experience for the student to develop into a professional.
Recommendations
Learning to mentor requires the teacher to interrogate the practice of teaching so that he can retrain for the practice of mentoring. Parker-Katz & Bay (2008) agree that a mentor is expected to translate knowledge of teaching practice into mentoring practice.
Conclusion
Pseudonyms will be used to protect the identity of the school and faculty as research participants. The information you provide here is strictly confidential and will be used for writing my master's thesis.
