Die mentor se rol in die verbetering van onderrigeffektiwiteit aan tegniese kolleges
- Esterhuizen, Gideon Johannes Christoffel
- Authors: Esterhuizen, Gideon Johannes Christoffel
- Date: 2012-08-16
- Subjects: Mentoring in education , Technical institutes -- Administration , Teachers -- Training of -- Evaluation , Educational innovations
- Type: Thesis
- Identifier: uj:9440 , http://hdl.handle.net/10210/5872
- Description: M.Ed. , The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.
- Full Text:
- Authors: Esterhuizen, Gideon Johannes Christoffel
- Date: 2012-08-16
- Subjects: Mentoring in education , Technical institutes -- Administration , Teachers -- Training of -- Evaluation , Educational innovations
- Type: Thesis
- Identifier: uj:9440 , http://hdl.handle.net/10210/5872
- Description: M.Ed. , The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.
- Full Text:
The necessity of mentoring the historically disadvantaged senior history teacher
- Authors: Van Velze, Anneke
- Date: 2009-05-04T09:49:31Z
- Subjects: Mentoring in education , In-service training of history teachers , Gauteng (South Africa)
- Type: Mini-Dissertation
- Identifier: uj:8346 , http://hdl.handle.net/10210/2471
- Description: M.Ed. , Having been a marker and senior marker for the Matric final History exams in Gauteng I found that it was mostly the learners from the historically disadvantaged schools that were performing poorly. I assumed that the learners from these schools performed poorly in their matric exams because their teachers had developmental needs relating to their teaching skills. I also theorized that assisting the teachers through workshops only would not be a good idea, because most teachers complained about having to attend them. Based on the above assumptions, the aim of this research was to assess the developmental needs of historically disadvantaged senior History teachers in Gauteng residing in the D5 district. The results of this needs assessment would then form the basis of a discussion on how a mentoring programme could address these needs. The qualitative method of "one on one" interviewing was used to collect the data. Purposive sampling was used to select the participants and the constant comparative method of data analysis was used to identify the developmental needs. I complete this study with a discussion on how a mentoring programme can address these needs. The main findings were that mentoring could be very beneficial to address the developmental needs of senior History teachers, but that the problems regarding the poor Matric results for History of learners from historically disadvantaged schools involves more than assisting the senior History teacher. Further studies will need to be done to assess the standard of teaching in the lower grades. What also needs further investigation is the role that the attitude of fellow teachers and the broader community has on the motivation of learners to do well in the subject History.
- Full Text:
- Authors: Van Velze, Anneke
- Date: 2009-05-04T09:49:31Z
- Subjects: Mentoring in education , In-service training of history teachers , Gauteng (South Africa)
- Type: Mini-Dissertation
- Identifier: uj:8346 , http://hdl.handle.net/10210/2471
- Description: M.Ed. , Having been a marker and senior marker for the Matric final History exams in Gauteng I found that it was mostly the learners from the historically disadvantaged schools that were performing poorly. I assumed that the learners from these schools performed poorly in their matric exams because their teachers had developmental needs relating to their teaching skills. I also theorized that assisting the teachers through workshops only would not be a good idea, because most teachers complained about having to attend them. Based on the above assumptions, the aim of this research was to assess the developmental needs of historically disadvantaged senior History teachers in Gauteng residing in the D5 district. The results of this needs assessment would then form the basis of a discussion on how a mentoring programme could address these needs. The qualitative method of "one on one" interviewing was used to collect the data. Purposive sampling was used to select the participants and the constant comparative method of data analysis was used to identify the developmental needs. I complete this study with a discussion on how a mentoring programme can address these needs. The main findings were that mentoring could be very beneficial to address the developmental needs of senior History teachers, but that the problems regarding the poor Matric results for History of learners from historically disadvantaged schools involves more than assisting the senior History teacher. Further studies will need to be done to assess the standard of teaching in the lower grades. What also needs further investigation is the role that the attitude of fellow teachers and the broader community has on the motivation of learners to do well in the subject History.
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Teacher development for school improvement : a case study of two primary schools in Johannesburg central, district 14
- Authors: Morele, Mapule
- Date: 2012-08-27
- Subjects: Mentoring in education , Teacher orientation , Primary education
- Type: Mini-Dissertation
- Identifier: uj:3195 , http://hdl.handle.net/10210/6609
- Description: M.Ed. , The continuous professional development of teachers is a crucial ingredient in creating effective schools. Annual results indicate that many South African schools are not improving, even though teachers have indicated that they are continuously being developed professionally. This study examines the role of continuous professional teacher development for school improvement. According to Early and Bubb (2004: 3), professional development has become a term that is widely used to refer to the ongoing education and training of teachers. Reitzug (2002: 3) contends that training is the traditional and still dominant form of professional development. Training includes direct instruction, skill demonstration, and involves workshops and presentations. In addition, training involves instruction by an expert, or experienced employee, on job processes in an organization (Grobler, Warnich, Carrel, 2002: 323). Guskey (2000: 16) defines continuous professional development as entailing processes and activities that are aimed at enhancing the professional knowledge, skills and attitudes of teachers so that they are able to improve learners' learning. Guskey (ibid) suggests that professional development must be intentional, with clear achievable goals and purposes, that it must be ongoing, with built-in intermittent monitoring and support, and that it must be systemic, involving the various levels of the school and/or the educational system. Guskey (ibid) warns that professional development has to be seen as more than the mere acquisition of knowledge and skills, rather, teacher development programmes should focus on the improvement of learners' learning achievements and experiences through the enhancement of teacher knowledge, skills and values. Guskey (ibid) further explains that the purpose of teacher development should be to improve the whole school system and not just the individual. It should focus on moral communities.
- Full Text:
- Authors: Morele, Mapule
- Date: 2012-08-27
- Subjects: Mentoring in education , Teacher orientation , Primary education
- Type: Mini-Dissertation
- Identifier: uj:3195 , http://hdl.handle.net/10210/6609
- Description: M.Ed. , The continuous professional development of teachers is a crucial ingredient in creating effective schools. Annual results indicate that many South African schools are not improving, even though teachers have indicated that they are continuously being developed professionally. This study examines the role of continuous professional teacher development for school improvement. According to Early and Bubb (2004: 3), professional development has become a term that is widely used to refer to the ongoing education and training of teachers. Reitzug (2002: 3) contends that training is the traditional and still dominant form of professional development. Training includes direct instruction, skill demonstration, and involves workshops and presentations. In addition, training involves instruction by an expert, or experienced employee, on job processes in an organization (Grobler, Warnich, Carrel, 2002: 323). Guskey (2000: 16) defines continuous professional development as entailing processes and activities that are aimed at enhancing the professional knowledge, skills and attitudes of teachers so that they are able to improve learners' learning. Guskey (ibid) suggests that professional development must be intentional, with clear achievable goals and purposes, that it must be ongoing, with built-in intermittent monitoring and support, and that it must be systemic, involving the various levels of the school and/or the educational system. Guskey (ibid) warns that professional development has to be seen as more than the mere acquisition of knowledge and skills, rather, teacher development programmes should focus on the improvement of learners' learning achievements and experiences through the enhancement of teacher knowledge, skills and values. Guskey (ibid) further explains that the purpose of teacher development should be to improve the whole school system and not just the individual. It should focus on moral communities.
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Reflective strategies : tools for empowering Zimbabwean primary school teachers in the student teacher mentoring programme (STMP)
- Authors: Zikhali, Edson
- Date: 2016
- Subjects: Student teachers - Training of - Zimbabwe , Teachers - Training of - Zimbabwe , Mentoring in education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/214648 , uj:21307
- Description: Abstract: Student teacher mentoring is implemented in the Zimbabwean education context because of the potential benefits it has for teacher training. This study makes new contributions to student teacher mentoring through exploring current mentoring reflective strategies. It considers the use of mentor reflective strategies and awareness of mentoring roles on trainee teachers. It is intended to answer the question, Can the use of reflective strategies and awareness of mentoring lead to primary school teacher empowerment in the Student Teacher Mentoring Programme (STMP) in Zimbabwe? The STMP has to be carefully examined, since it is the current Zimbabwean policy of teacher training, where teachers caring for student teachers during Teaching Practice (TP) have to play a critical function in this process. Such teachers need to be empowered. To solve this complex issue of empowerment, this study purposively sought to address the challenges faced by the host primary school teachers in the STMP. It also is meant to recommend strategies in facilitating student teachers’ professional development during TP. The theoretical framework of this study hinges upon the Norwegian Action-reflection model of the theory of mentoring which focuses on planned, formalised mentor-mentee conferences (Skagen, 2004). This theory is linked to the Attachment theory (Miles, 2011), which explains the adult relationship where closeness and attachment are critical. The conceptual framework of the thesis focuses on Goldhammer et al.’s (1993) Clinical Supervision model. This model argues that Clinical Supervision is executed in five stages: pre-observation conference; observation; analysis and strategy; post-observation conference; and post-conference analysis. The study also hinges on reflective strategies (Dewey, 1933; Schon, 1991; Eraut, 1995) as well as the empowerment theory (Carl, 2002; Ozturk, 2011; Stein, 1997) which argues that teachers have to be given authority and be decision makers in their practice, including guiding student teachers in their classes. Socio-cultural theories are part of the conceptual framework. A qualitative research approach was adopted, using a multiple case study which attempts to situate the issue of trainee teacher mentoring into perspective within the various training sites. The purposive research sample consisted of school heads, host... , Ph.D.
- Full Text:
- Authors: Zikhali, Edson
- Date: 2016
- Subjects: Student teachers - Training of - Zimbabwe , Teachers - Training of - Zimbabwe , Mentoring in education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/214648 , uj:21307
- Description: Abstract: Student teacher mentoring is implemented in the Zimbabwean education context because of the potential benefits it has for teacher training. This study makes new contributions to student teacher mentoring through exploring current mentoring reflective strategies. It considers the use of mentor reflective strategies and awareness of mentoring roles on trainee teachers. It is intended to answer the question, Can the use of reflective strategies and awareness of mentoring lead to primary school teacher empowerment in the Student Teacher Mentoring Programme (STMP) in Zimbabwe? The STMP has to be carefully examined, since it is the current Zimbabwean policy of teacher training, where teachers caring for student teachers during Teaching Practice (TP) have to play a critical function in this process. Such teachers need to be empowered. To solve this complex issue of empowerment, this study purposively sought to address the challenges faced by the host primary school teachers in the STMP. It also is meant to recommend strategies in facilitating student teachers’ professional development during TP. The theoretical framework of this study hinges upon the Norwegian Action-reflection model of the theory of mentoring which focuses on planned, formalised mentor-mentee conferences (Skagen, 2004). This theory is linked to the Attachment theory (Miles, 2011), which explains the adult relationship where closeness and attachment are critical. The conceptual framework of the thesis focuses on Goldhammer et al.’s (1993) Clinical Supervision model. This model argues that Clinical Supervision is executed in five stages: pre-observation conference; observation; analysis and strategy; post-observation conference; and post-conference analysis. The study also hinges on reflective strategies (Dewey, 1933; Schon, 1991; Eraut, 1995) as well as the empowerment theory (Carl, 2002; Ozturk, 2011; Stein, 1997) which argues that teachers have to be given authority and be decision makers in their practice, including guiding student teachers in their classes. Socio-cultural theories are part of the conceptual framework. A qualitative research approach was adopted, using a multiple case study which attempts to situate the issue of trainee teacher mentoring into perspective within the various training sites. The purposive research sample consisted of school heads, host... , Ph.D.
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Exploring the nature of support for reception year teachers of learners who are severely intellectually impaired
- Authors: Chingwanangwana, Molly
- Date: 2015-10-14
- Subjects: Children with disabilities - Education , Parent-teacher relationships , Mentoring in education
- Type: Thesis
- Identifier: uj:14369 , http://hdl.handle.net/10210/14827
- Description: M.Ed. (Inclusive Education) , This study explored the nature of support for Reception Year teachers of learners with severe intellectual impairment at Lerato Special School (pseudonym) which is in the southern suburbs of Johannesburg in South Africa. As a past Reception Year teacher at this school, I experienced numerous challenges in teaching these learners, which prompted me to research more in this area. I experienced challenges such as overprotection of the learners by their parents, language barriers, lack of parental support, high learner-teacher ratio and health problems. From the focus group interview conducted, these were the same challenges experienced by the Reception Year teachers of Lerato Special School. As a result, I embarked on this study to find out from these teachers the extent of support that they are receiving and still require for them to be able to execute their duties to the expected standard in terms of teaching these young and inexperienced learners to their maximum potential development. The Education White Paper 6 (DoE, 2001) outlines four levels of support for both teachers and learners. At the national level, policy is formulated, and it is implemented at the provincial level (Landsberg, 2011). The district level provides co-ordinated professional services in supporting teachers, drawing on expertise in specialised schools through the district based support teams (DBST). Lastly, at the institution level the school based support teams (SBST) support teachers and learners directly. Teacher support teams are a way of supporting individual teachers who request support over a teaching concern relating to special educational needs (Cresse, Norwich & Daniels, 2000). The focus of district and institutional level support should be on differentiated teaching strategies, overcoming barriers, curricular adaptation, flexible teaching methods, individualised learning support material and assessment concessions. Since teachers are the primary agents for achieving such specialised education for intellectually impaired learners, the teachers should be fully supported in their endeavours. Yet, it is my experience in this special school that teachers are not being fully supported, particularly, teachers who are teaching severely intellectually impaired children between five and ten years old ...
- Full Text:
- Authors: Chingwanangwana, Molly
- Date: 2015-10-14
- Subjects: Children with disabilities - Education , Parent-teacher relationships , Mentoring in education
- Type: Thesis
- Identifier: uj:14369 , http://hdl.handle.net/10210/14827
- Description: M.Ed. (Inclusive Education) , This study explored the nature of support for Reception Year teachers of learners with severe intellectual impairment at Lerato Special School (pseudonym) which is in the southern suburbs of Johannesburg in South Africa. As a past Reception Year teacher at this school, I experienced numerous challenges in teaching these learners, which prompted me to research more in this area. I experienced challenges such as overprotection of the learners by their parents, language barriers, lack of parental support, high learner-teacher ratio and health problems. From the focus group interview conducted, these were the same challenges experienced by the Reception Year teachers of Lerato Special School. As a result, I embarked on this study to find out from these teachers the extent of support that they are receiving and still require for them to be able to execute their duties to the expected standard in terms of teaching these young and inexperienced learners to their maximum potential development. The Education White Paper 6 (DoE, 2001) outlines four levels of support for both teachers and learners. At the national level, policy is formulated, and it is implemented at the provincial level (Landsberg, 2011). The district level provides co-ordinated professional services in supporting teachers, drawing on expertise in specialised schools through the district based support teams (DBST). Lastly, at the institution level the school based support teams (SBST) support teachers and learners directly. Teacher support teams are a way of supporting individual teachers who request support over a teaching concern relating to special educational needs (Cresse, Norwich & Daniels, 2000). The focus of district and institutional level support should be on differentiated teaching strategies, overcoming barriers, curricular adaptation, flexible teaching methods, individualised learning support material and assessment concessions. Since teachers are the primary agents for achieving such specialised education for intellectually impaired learners, the teachers should be fully supported in their endeavours. Yet, it is my experience in this special school that teachers are not being fully supported, particularly, teachers who are teaching severely intellectually impaired children between five and ten years old ...
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Gerekenariseerde loopbaanorientëring : 'n evaluering van die mentor-program
- Tarnow, Petronella Magdalena
- Authors: Tarnow, Petronella Magdalena
- Date: 2014-05-08
- Subjects: Mentoring in education , Mentoring in the professions , Career development , Vocational guidance - Data processing
- Type: Thesis
- Identifier: uj:10948 , http://hdl.handle.net/10210/10521
- Description: D.Ed. (Educational Psychology) , Career orientation is a developmental process that can be facilitated by career development programmes. One of the most recent developments in these programmes was the introduction of computerized career orientation which enables the user to explore career activities independently. An experimental investigation in which the MENTOR computerized vocational guidance system was used, was conducted at the Rand Afikaans University in an attempt to determine whether the MENTOR could be a useful aid for career orientation in South Africa. Standard nine high school pupils were randomly assigned to one of two groups according to the pre-test post-test experimental design. Subjects completed a biographical questionnaire, an evaluation questionnaire concerning the use of MENTOR and the Career Development Scale (CDS). Goal and aid orientated criteria were applied to evaluate the MENTOR programme. The main hypothesis, namely that there would be a statistically significant difference between the mean posttest scores on the Career Development Scale (CDS) of the experimental and control groups, was tested according to the integrated statistical procedure suggested by Spector (1981): It was determined during the first phase of the experiment that there were no statistically significant differences between the average pretest results of the experimental and control groups. During the second phase it was determined that the mean post-test results differed statistically significantly from that of the control group. In the last phase it was determined that the mean post-test results of the experimental group were statistically significantly higher than the mean pre-test results. Furthermore the average follow-up test results indicated that there was a statistically significant higher score regarding self-knowledge, career information, as well as the integration of self-knowledge and career information. The research results showed that there was a statistically significant increase in the career readiness of pupils after they had used the MENTOR system, compared with pupils from the control group. It could be predicted with 95% certainty that a person who used the MENTOR programme would show an increase in career development.
- Full Text:
- Authors: Tarnow, Petronella Magdalena
- Date: 2014-05-08
- Subjects: Mentoring in education , Mentoring in the professions , Career development , Vocational guidance - Data processing
- Type: Thesis
- Identifier: uj:10948 , http://hdl.handle.net/10210/10521
- Description: D.Ed. (Educational Psychology) , Career orientation is a developmental process that can be facilitated by career development programmes. One of the most recent developments in these programmes was the introduction of computerized career orientation which enables the user to explore career activities independently. An experimental investigation in which the MENTOR computerized vocational guidance system was used, was conducted at the Rand Afikaans University in an attempt to determine whether the MENTOR could be a useful aid for career orientation in South Africa. Standard nine high school pupils were randomly assigned to one of two groups according to the pre-test post-test experimental design. Subjects completed a biographical questionnaire, an evaluation questionnaire concerning the use of MENTOR and the Career Development Scale (CDS). Goal and aid orientated criteria were applied to evaluate the MENTOR programme. The main hypothesis, namely that there would be a statistically significant difference between the mean posttest scores on the Career Development Scale (CDS) of the experimental and control groups, was tested according to the integrated statistical procedure suggested by Spector (1981): It was determined during the first phase of the experiment that there were no statistically significant differences between the average pretest results of the experimental and control groups. During the second phase it was determined that the mean post-test results differed statistically significantly from that of the control group. In the last phase it was determined that the mean post-test results of the experimental group were statistically significantly higher than the mean pre-test results. Furthermore the average follow-up test results indicated that there was a statistically significant higher score regarding self-knowledge, career information, as well as the integration of self-knowledge and career information. The research results showed that there was a statistically significant increase in the career readiness of pupils after they had used the MENTOR system, compared with pupils from the control group. It could be predicted with 95% certainty that a person who used the MENTOR programme would show an increase in career development.
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Mentorship programmes for teacher development in Soweto schools
- Authors: Mhlongo, Thulani Eugene
- Date: 2012-08-28
- Subjects: Teacher orientation , Mentoring in education , Secondary education , Soweto (South Africa)
- Type: Thesis
- Identifier: uj:3324 , http://hdl.handle.net/10210/6726
- Description: Ph.D. , The primary aim of this research project was to develop an appropriate management framework based on the development and management of teacher development activities through mentorship programmes, especially because this is one of the major challenges facing schools and or educational organizations' today, and in general and more specifically for the Gauteng Provincial Education Department, again for continuous school based teacher development especially the novice teachers in the selected adaptive schools of Soweto and in order to achieve the general aim of the research project, the following specific aims were investigated, namely: • develop an appropriate and specific framework for managing effective educator development activities through mentorship programmes • describe and develop relevant policies to improve the implementation and effectiveness of the mentorship and induction programmes. • describe the educator development and management of education through mentorship process and procedures as a vital component of education transformation • investigate empirically the perception of educator development and management of education in respect of mentorship activities, within the education personnel
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- Authors: Mhlongo, Thulani Eugene
- Date: 2012-08-28
- Subjects: Teacher orientation , Mentoring in education , Secondary education , Soweto (South Africa)
- Type: Thesis
- Identifier: uj:3324 , http://hdl.handle.net/10210/6726
- Description: Ph.D. , The primary aim of this research project was to develop an appropriate management framework based on the development and management of teacher development activities through mentorship programmes, especially because this is one of the major challenges facing schools and or educational organizations' today, and in general and more specifically for the Gauteng Provincial Education Department, again for continuous school based teacher development especially the novice teachers in the selected adaptive schools of Soweto and in order to achieve the general aim of the research project, the following specific aims were investigated, namely: • develop an appropriate and specific framework for managing effective educator development activities through mentorship programmes • describe and develop relevant policies to improve the implementation and effectiveness of the mentorship and induction programmes. • describe the educator development and management of education through mentorship process and procedures as a vital component of education transformation • investigate empirically the perception of educator development and management of education in respect of mentorship activities, within the education personnel
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The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers
- Pretorius, Anna Johanna Magdalena
- Authors: Pretorius, Anna Johanna Magdalena
- Date: 2014-04-16
- Subjects: Student teachers , Teachers - Training of , Mentoring in education
- Type: Thesis
- Identifier: uj:10778 , http://hdl.handle.net/10210/10286
- Description: M.Ed. (Psychology of Learning) , Although mentorship implies expertise, such expertise in teaching is not sufficient for being an effective teacher educator and thus does not guarantee effective mentoring (Timperley, 2001:121). A number of researchers (Hoover, 2010; Kiggundu, 2007; Quick & Sieborger, cited in Kiggundu, 2007; Timperley, 2001; Weiss & Weiss, 2001, cited in Keogh, 2005) found that mentors need to enter mentoring encounters well prepared and they should be guided by more than intuition and expertise in their domain. They indicated that research based selection strategies and training programmes need to be developed since practicum arrangements for the selection of supervising teachers and mentors seem to be done on an ad hoc or voluntary basis and that, in general, training in mentoring skills and principles are non-existent or insufficient. With Vygotskyan and Bakhtinian theories as basis, this study attempts to offer research based guidance for significant and meaningful mentoring conversations, since conversation is the vessel through which learning is mediated. This study investigates the structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. The outcome of this study equips mentors with research based knowledge on how they can deliberately structure their conversations with mentees to optimize the learning outcomes of the conversation. This study analyzes samples of mentoring conversations and engages in three levels of analysis. On the primary level, the structure of the conversation is determined, in terms of the structural model of Tillema (2011). A secondary level of analysis follows which identifies conceptual artefacts, a notion of Bereiter (2002), (cited by Tillema & van der Westhuizen, 2006), as outcomes of the learning conversation.
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- Authors: Pretorius, Anna Johanna Magdalena
- Date: 2014-04-16
- Subjects: Student teachers , Teachers - Training of , Mentoring in education
- Type: Thesis
- Identifier: uj:10778 , http://hdl.handle.net/10210/10286
- Description: M.Ed. (Psychology of Learning) , Although mentorship implies expertise, such expertise in teaching is not sufficient for being an effective teacher educator and thus does not guarantee effective mentoring (Timperley, 2001:121). A number of researchers (Hoover, 2010; Kiggundu, 2007; Quick & Sieborger, cited in Kiggundu, 2007; Timperley, 2001; Weiss & Weiss, 2001, cited in Keogh, 2005) found that mentors need to enter mentoring encounters well prepared and they should be guided by more than intuition and expertise in their domain. They indicated that research based selection strategies and training programmes need to be developed since practicum arrangements for the selection of supervising teachers and mentors seem to be done on an ad hoc or voluntary basis and that, in general, training in mentoring skills and principles are non-existent or insufficient. With Vygotskyan and Bakhtinian theories as basis, this study attempts to offer research based guidance for significant and meaningful mentoring conversations, since conversation is the vessel through which learning is mediated. This study investigates the structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. The outcome of this study equips mentors with research based knowledge on how they can deliberately structure their conversations with mentees to optimize the learning outcomes of the conversation. This study analyzes samples of mentoring conversations and engages in three levels of analysis. On the primary level, the structure of the conversation is determined, in terms of the structural model of Tillema (2011). A secondary level of analysis follows which identifies conceptual artefacts, a notion of Bereiter (2002), (cited by Tillema & van der Westhuizen, 2006), as outcomes of the learning conversation.
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Advancing rural science learners’ conceptions of career development through synchronous online mentoring mobile group chats
- Authors: Molaodi, Mmatlake Linford
- Date: 2019
- Subjects: Internet in education , Education, Rural , Distance education , Educational technology , Mentoring in education , Early childhood education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402126 , uj:33639
- Description: Abstract : Please refer to full text to view abstract. , M.Ed. (Science and Technology Education)
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- Authors: Molaodi, Mmatlake Linford
- Date: 2019
- Subjects: Internet in education , Education, Rural , Distance education , Educational technology , Mentoring in education , Early childhood education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402126 , uj:33639
- Description: Abstract : Please refer to full text to view abstract. , M.Ed. (Science and Technology Education)
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Senior female academics’ experiences of mentoring aspirant colleagues’ career progression : the accelerated academic mentoring programme
- Authors: Sibiya, Julie Pansy
- Date: 2019
- Subjects: Mentoring in education , Women in higher education , Career development , Vocational guidance
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402023 , uj:33625
- Description: Abstract : There has been worldwide concern about the under-representation of women in senior leadership positions in most industries. Globally, higher education has been historically for the privileged societies and a world dominated by men. The need to advance more women leaders in higher education and throughout the workforce is thus important. In a bid to promote and accelerate career progression of fellow aspirant female colleagues and in order to bridge the gap that exists between men and women in senior leadership positions, the University of Johannesburg has been implementing the Accelerated Academic Mentoring Programme (AAMP). This study focused on senior female academics’ experiences of mentoring aspirant female colleagues’ career progression within the University of Johannesburg’s AAMP. The aim of the study was to explore how senior female academics mentor aspirant female colleagues’ career progression at UJ, to understand their experiences and explore the value of senior female academics mentoring aspirant female colleagues’ career progression. The theoretical framework that underpinned the study was transformative educational leadership. This study adopted a transformative research paradigm. A qualitative research approach located in a phenomenological design was used for data collection and interpretation, centred on one-on-one semi-structured interviews. Seven senior female academics within the AAMP from the University of Johannesburg were purposefully selected for the study. Qualitative content analysis techniques were used for analysing the data. Research quality was achieved by providing an audit trail, keeping a reflexive journal and writing thick descriptions. The study revealed that the benefits of mentorship within the AAMP were facilitation of career progression, empowerment of mentees and provision of formal support. Qualities of a good mentor were found to be vast institutional knowledge about the organisational system, exhibition of social skills, exhibition of professional skills, exhibition of leadership skills and the ability to give advice. Inadequate training, a heavy sense of responsibility, iii mentor-mentee mismatch, male dominance and mentoring structure came up as the challenges of female mentors within the AAMP. Furthermore, factors such as hope, time management, planning, maturity, race, acceptance, the willingness to learn and competency were found to be capable of affecting the mentoring process. Insights gained from the study led to the following recommendations: (1) Continuation of the AAMP at the University of Johannesburg; (2) inclusion of additional mentor qualities to be part of the AAMP policy guidelines; (3) critical reorganising of training provided for mentors; (4) caution to be taken against mentor-mentee imposition; and (5) motivating and rewarding the good work of the mentors... , M.Ed. (Education Leadership and Management)
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- Authors: Sibiya, Julie Pansy
- Date: 2019
- Subjects: Mentoring in education , Women in higher education , Career development , Vocational guidance
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402023 , uj:33625
- Description: Abstract : There has been worldwide concern about the under-representation of women in senior leadership positions in most industries. Globally, higher education has been historically for the privileged societies and a world dominated by men. The need to advance more women leaders in higher education and throughout the workforce is thus important. In a bid to promote and accelerate career progression of fellow aspirant female colleagues and in order to bridge the gap that exists between men and women in senior leadership positions, the University of Johannesburg has been implementing the Accelerated Academic Mentoring Programme (AAMP). This study focused on senior female academics’ experiences of mentoring aspirant female colleagues’ career progression within the University of Johannesburg’s AAMP. The aim of the study was to explore how senior female academics mentor aspirant female colleagues’ career progression at UJ, to understand their experiences and explore the value of senior female academics mentoring aspirant female colleagues’ career progression. The theoretical framework that underpinned the study was transformative educational leadership. This study adopted a transformative research paradigm. A qualitative research approach located in a phenomenological design was used for data collection and interpretation, centred on one-on-one semi-structured interviews. Seven senior female academics within the AAMP from the University of Johannesburg were purposefully selected for the study. Qualitative content analysis techniques were used for analysing the data. Research quality was achieved by providing an audit trail, keeping a reflexive journal and writing thick descriptions. The study revealed that the benefits of mentorship within the AAMP were facilitation of career progression, empowerment of mentees and provision of formal support. Qualities of a good mentor were found to be vast institutional knowledge about the organisational system, exhibition of social skills, exhibition of professional skills, exhibition of leadership skills and the ability to give advice. Inadequate training, a heavy sense of responsibility, iii mentor-mentee mismatch, male dominance and mentoring structure came up as the challenges of female mentors within the AAMP. Furthermore, factors such as hope, time management, planning, maturity, race, acceptance, the willingness to learn and competency were found to be capable of affecting the mentoring process. Insights gained from the study led to the following recommendations: (1) Continuation of the AAMP at the University of Johannesburg; (2) inclusion of additional mentor qualities to be part of the AAMP policy guidelines; (3) critical reorganising of training provided for mentors; (4) caution to be taken against mentor-mentee imposition; and (5) motivating and rewarding the good work of the mentors... , M.Ed. (Education Leadership and Management)
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Mentoring practices in a teaching school
- Authors: Van Der Haar, Hayley
- Date: 2019
- Subjects: Mentoring in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402005 , uj:33623
- Description: Abstract : The focus of this study was to contribute to the growing body of knowledge being developed on the mentoring practices at a university-affiliated teaching school in Johannesburg through an in-depth investigation into the mentoring practices of one mentor teacher. The study was guided by a main research question that centered on how the concerned teacher conceives of her mentoring encounters (including practices and processes) with student teachers in a teaching school. I focused on her own conceptualisation of her role, the nature of the mentoring relationship/s between her and the student teachers and the factors which influence her practices. Using a qualitative case study design, I gathered data including methods such as video recordings of mentoring encounters, document analysis and an interview. The key findings of this study was that mentoring to student teachers in a teaching school is multidimensional and evolving, with the mentor teacher fulfilling both a generalised and subject specific role. Additionally I found that the mentoring relationship with student teachers is characterised by dialogue, encouragement, mutual cooperation and developing trust which are the basis on which a community of practice is being built. The study also revealed that in the transition from knowledgeable teacher to teacher educator, the mentor teacher continues to encounter challenges in helping student teachers to integrate university coursework with classroom practice. , M.Ed. (Childhood Education)
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- Authors: Van Der Haar, Hayley
- Date: 2019
- Subjects: Mentoring in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402005 , uj:33623
- Description: Abstract : The focus of this study was to contribute to the growing body of knowledge being developed on the mentoring practices at a university-affiliated teaching school in Johannesburg through an in-depth investigation into the mentoring practices of one mentor teacher. The study was guided by a main research question that centered on how the concerned teacher conceives of her mentoring encounters (including practices and processes) with student teachers in a teaching school. I focused on her own conceptualisation of her role, the nature of the mentoring relationship/s between her and the student teachers and the factors which influence her practices. Using a qualitative case study design, I gathered data including methods such as video recordings of mentoring encounters, document analysis and an interview. The key findings of this study was that mentoring to student teachers in a teaching school is multidimensional and evolving, with the mentor teacher fulfilling both a generalised and subject specific role. Additionally I found that the mentoring relationship with student teachers is characterised by dialogue, encouragement, mutual cooperation and developing trust which are the basis on which a community of practice is being built. The study also revealed that in the transition from knowledgeable teacher to teacher educator, the mentor teacher continues to encounter challenges in helping student teachers to integrate university coursework with classroom practice. , M.Ed. (Childhood Education)
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