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Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as mentees

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dc.contributor.advisor Jita, Loyiso C. (Loyiso Currell)
dc.contributor.author Van der Nest, Adriana
dc.date.accessioned 2013-04-02T07:04:54Z
dc.date.available 2013-04-02T07:04:54Z
dc.date.issued 2012-11
dc.identifier.citation Van der Nest, Adriana (2012) Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as mentees, University of South Africa, Pretoria, <http://hdl.handle.net/10500/8832> en
dc.identifier.uri http://hdl.handle.net/10500/8832
dc.description.abstract Mentorship as a tool to develop the pedagogical and content knowledge of inservice teachers, regardless of experience, is a field in education which has gained popularity worldwide. The review of literature however, provided evidence that mentoring in education has primarily focused on the benefits received by novice teachers and not experienced teachers. Areas addressed in the literature review include the important role of continuous professional development programmes in the improvement of the teachers’ classroom practices and by inference, their learners’ achievements. The purpose of this study was to explore and describe the experiences and understandings of seven experienced natural science teachers as mentees in a professional development programme (the ILLS project). Through the use of a qualitative case study approach, I examined the activities that supported the development of the participants as they interacted with the guided support of a mentor teacher, and aimed to understand how the mentees made sense of their experiences in this mentoring relationship. The activities included lesson-planning, classroom observations and reflection meetings and the professional development support, through mentoring, was embedded on-site and in-context. This research revealed that the mentee teachers were motivated by the opportunity to enhance their professional growth through the support of a mentor. The teachers also perceived that their subject content and pedagogical knowledge were enriched by participating in the mentoring process. en
dc.format.extent 1 online resource (xi, 210 leaves) : col. ill.
dc.language.iso en en
dc.rights University of South Africa
dc.subject Mentorship en
dc.subject Professional development en
dc.subject Natural science teachers en
dc.subject Mentor en
dc.subject Mentee en
dc.subject Mentoring Relationship en
dc.subject Subject and pedagogical knowledge en
dc.subject Teacher learning and growth en
dc.subject ILLS Project en
dc.subject.ddc 370.7155
dc.subject.lcsh Mentoring in education -- South Africa -- Mpumalanga
dc.subject.lcsh Elementary school teachers -- In-service training -- South Africa -- Mpumalanga
dc.subject.lcsh Science teachers -- In-service training -- South Africa -- Mpumalanga
dc.subject.lcsh Science -- Study and teaching (Elementary) -- South Africa -- Mpumalanga
dc.subject.lcsh Career development -- South Africa -- Mpumalanga
dc.title Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as mentees en
dc.type Dissertation en
dc.description.department Science and Technology Education en
dc.description.degree M. Ed. (Natural Science Education)


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