Global ETD Search

41	Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as mentees Van der Nest, Adriana 11 1900 (has links) 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. / Science and Technology Education / M. Ed. (Natural Science Education) Mentorship Professional development Natural science teachers Mentor Mentee Mentoring Relationship Subject and pedagogical knowledge Teacher learning and growth ILLS Project 370.7155
42	Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as mentees Van der Nest, Adriana 11 1900 (has links) 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. / Science and Technology Education / M. Ed. (Natural Science Education) Mentorship Professional development Natural science teachers Mentor Mentee Mentoring Relationship Subject and pedagogical knowledge Teacher learning and growth ILLS Project 370.7155
43	An evaluation of the impact of a mentoring programme in two Soweto based schools Kadzomba, Sarah 11 1900 (has links) Text in English / There is increasing reliance on youth mentoring in South Africa to help the young person better negotiate life's difficulties. Within the framework of Social Cognitive and Social Learning theories, mentoring is viewed as a learning process in which modelling, scaffolding and cooperative dialogue are key to behavioural change and improved academic performance. However, little research has assessed the efficacy of South African mentoring programmes. This study aimed to examine the effect of the Educhange Research Foundation mentorship programme on the behaviour and academic performance of mentees over a six (6) month period. Mentees in Grades 9 to 12 (n = 18), parents/guardians (n = 18), and mentors (n=19) participated in the study. Parents/guardians reported significantly decreased numbers of behavioural problems (Z = -2.087, p = .037) amongst mentees but academic performance fell significantly (Z-3.661, p=.000). The variability in reports of behavioural change is accounted for by using Social Cognitive and Social Learning constructs including the conditions under which modelling took place as well as expectancy bias and the quality of cooperative dialogue. / Psychology / M.A. (Psychology) Mentor Mentee Protégé Mentoring Mentorship Programme evaluation Academic performance Behavioural problem Adaptive functioning Competence 373.13940968221
44	The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa Hugo, Jean-Pierre 13 September 2018 (has links) Teachers leaving the profession is an ongoing problem; fewer teachers enter the profession each year and the number of teachers leaving the profession has increased. Many teachers listed job satisfaction as a reason for leaving the education profession, whilst citing the lack of mentoring as a cause of job dissatisfaction. Mentoring is known as the planned paring of a more experienced person with a lesser individual to help with the professional development of that individual and reduce teacher turnover. The aim of the study is to explore the impact of an effective mentoring programme at primary schools by developing and implementing such a mentoring programme to support and improve job satisfaction among beginner teachers in the province of Mpumalanga entering the profession for the first time. The following quantitative techniques were used during this study: document analysis and Likert-scale questionnaires, completed by 1 000 male and female teachers (principals, deputy principals, heads of departments, teachers and student teachers) from different races and cultures (20 teachers per school) from 50 randomly selected rural primary schools, private primary schools and Quintile 4 and 5 primary schools in the province of Mpumalanga. The analysis of data enabled me to identify a series of factors that were utilised to develop a mentoring programme that school management can implement in their schools to help beginner teachers to cope in their new work environment in order to improve job satisfaction and improve teacher retention. The factors identified include: aspects of job satisfaction that support leaners in achieving their goals; aspects of school management; the contribution of mentoring programme on the job satisfaction of beginner teachers; the responsibility of a mentor in developing a mentoring programme; the responsibility of a mentee in developing a mentoring programme; the responsibility of schools in developing a mentoring programme and characteristics that should be demonstrated by a mentor. From the data gathered, a mentoring programme was developed, namely the Hugo mentoring model. This model outlined the roles and responsibilities of mentors, mentees and school management throughout the mentoring process. The model also provided steps that should be taken into consideration when organising meetings between mentors and mentees. / Educational Studies / D. Ed. Mentoring Job satisfaction Job dissatisfaction Private primary schools Rural primary schools Quintile 4 and 5 primary schools School leadership School management Support Teacher empowerment Work environment Role of the mentee Role of the mentor Role of the school Hugo mentoring model 372.1102096827
45	Functions of Mentoring as Christian Discipleship Foster, Hiram S. 16 June 2014 (has links) No description available. Behavioral Psychology Behavioral Sciences Behaviorial Sciences Bible Biblical Studies Communication Counseling Psychology Education Educational Psychology Educational Theory Higher Education Occupational Psychology Personal Relationships Pastoral Counseling Personality Psychology Psychological Tests Psychotherapy Religion Religious Congregations Religious Education School Counseling Social Psychology Social Research Spirituality Teaching mentoring Cru Campus Crusade for Christ Christianity discipleship psychosocial instrumental student mentoring development hierarchy mutuality multifactor leadership questionnaire friendship mentee mentor interpersonal leadership protege

Page generated in 0.0717 seconds