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

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.

M.Ed. / Suid-Afrika benodig meer onderwysers as wat tans voortgebring word. Dit is onwaarskynlik dat die voorsieningsvlakke in die afsienbare toekoms sal styg. Om hierdie rede is dit belangrik dat onderwysers wat tans in diens van die professie staan, behou word. Volgens studies blyk dit dat nuweling-onderwysers ‘n baie kwesbare sektor vorm. ‘n Hoë persentasie nuwe leerkragte verlaat die beroep kort na indienstrede. Hiérdie studie beoog om te toon dat hierdie uitwyking uit die onderwysberoep waarskynlik gedeeltelik toegeskryf kan word aan die versuim by baie skole om nuweling-onderwysers van ‘n goed beplande en toepaslike inleidingsprogram te voorsien. Die analise-eenheid van hierdie studie was dan om meer te wete te kom oor die aanvanklike ervarings van nuweling-onderwysers na aanvaarding van ʼn permanente onderwysbetrekking. Hierdie kwalitatiewe navorsingsverslag is in die ‘Interpretivist’ teoretiese raamwerk gefundeer. Sodoende word veelvoudige werklikhede aanvaar as synde epistemologies aanvaarbaar. Verkryging van kennis geskied beredeneerd en behels meer as bloot eenvoudige denotiewe betekenis. Dataversamelingsmetodes vloei logies uit ‘n redevoeringsanalise-ontwerp en sluit onderhoude en tydperke van aktiewe waarneming in skole in. Data is geanaliseer vir herhalende betekenispatrone wat dan in die lig van ‘n oorsig in literatuur beskou is. Aktiwiteitsteorië is gebruik om die ondervindings van nuweling-onderwysers as deelnemers in ‘n aktiwiteitstelsel te oorweeg. Die belangrike rolle wat deur die III gemeenskap waarin die persoon haar bevind, asook die bestaande reëls van die sisteem, is in ag geneem. Die begrippe “oorlewing” en “ontdekking” dien as goeie beskrywings van jong onderwysers se aanvanklike ervarings. Onderwys word gesien as ‘n vakkundigeberoep waarin nuwe lede ‘n vorm van indiensppleiding moet deurloop ten einde te floreer. Daar word beweer dat bogenoemde in die meeste skole nie algemene praktyk is nie en dat baie leerkragte as gevolg daarvan vir die beroep verlore gaan. Heersende “tradisies” en “kulture” by opleidingsfasiliteite vir onderwysers en skole word as antagonisties ten opsigte van die ontwikkeling van ‘n loopbaan in die onderwys ervaar. Onderwysers word as ‘n heterogene groep beskou en daar word gevolglik voorgestel dat inleidingsprogramme op die besondere behoeftes van die individuele nuwelinge gerig word. Individuele verskille ten opsigte van kwalifikasievlakke asook geesdrif vir die beroep word in hierdie opsig as van besondere belang beskaf. Negatiwiteit, sinisme en apatie onder ervare praktiserende onderwysers word as nadelig vir die positiewe sosialisering van groentjies/nuwelinge gesien. Daar word verder beweer dat, ten einde genoegsaam goedgekwaliseerde en professioneel-toegewyde onderwysers te hê, daar opvoeders moet wees wat kan dien as rolmodelle wat jongmense wat hierdie loopbaan betree, kan inspireer.

This dissertation challenges the traditional patriarchal conception of mentoring, in which mentors are cast as experts and the task for novices is to assimilate their mentors' knowledge and proposes an alternate feminist conception in which mentors and novices are learner-teachers. The conception is based on practices of conversation and shared experience, through which mentoring partners develop trust and reciprocity. Through reciprocity, mentoring dyads move to a practice of thoughtful critique, in which they trouble taken-for-granted structures within schools. Central to feminist mentoring are issues of concern to the teachers involved, including issues of gender, race and culture as experienced in their own lives. To explore the conception of feminist mentoring, a qualitative research study was undertaken. Data about four mentoring dyads and one triad were collected through a series of structured interviews with individuals and pairs of teachers during one school year. The interviews were recorded and transcribed, and the resulting transcripts were analyzed for common themes. It was found that more successful dyads formed on the basis of the beginning teacher's choice and involved considerable time commitment. Successful mentoring dyads participated in frequent conversations, both casual and planned, in which they talked about students, shared resources, and co-planned curriculum. Conversations centred on both work-related and personal issues. The most successful dyad created numerous shared experiences which provided opportunities for the partners to learn reciprocally. Mentoring conversations and shared experiences led to two complementary ways of coming to know about teaching. In percolated learning the beginning teacher came to know based on hearing and thinking about the mentor's experiences. Thoughtful critique is a more deliberate mode of learning in which the mentor and beginning teachers intentionally address issues of common concern. Although there was some evidence of explicit thoughtful critique emerging within the mentorships, critique was expressed tentatively and cautiously. I suggest that the conditions of schools discourage critique and beginning teachers feel discouraged from being overtly critical. Mentoring dyads may need to work together for more than one year to develop a sufficient level of trust to move to a more critical feminist reconception of mentoring that supports and challenges both mentors and beginning teachers. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The aim of this research was to investigate the type of learning that is involved in the development of university lecturers professional identity. Furthermore, it also aimed to identify ways of optimising the type of learning involved for lecturer development purposes. The research questions that guided this mini-dissertation were firstly, “How do university lecturers develop their professional identities?” and secondly, “What type of learning processes are involved in the identity development of university lecturers?” In light of the above, aspects of narrative as well as constant comparison methods were employed using interviews for data collection. Nine participants were purposefully selected in terms of them being typical university lecturers within a university. A typical lecturer in this study refers to one in which teaching and research form the basic requisites of service. They were interviewed to investigate how they develop a professional identity and also to ascertain the types of learning processes involved in the development of this identity. The data gathered was analysed and the findings were written up. The findings of this research indicated that lecturers develop their professional identity through informal learning experiences in a university context. These experiences are characterised by support or a lack of support from other more knowledgeable and experienced lecturers or whether the lecturer enters the university with already well developed social skills. A lack of support leads to the strengthening of a personal identity and inhibits the development of professional identity. Support gained leads to a strengthening of social identity and assists the development of professional identity. Mentoring and communities of practice are the support structures required which form supportive informal professional relationships. These relationships are characterised by narrative which is the primary learning process involved in the development of professional identity. It is my contention that through informal learning in a situated context lecturers are empowered to take more responsibility with others for the results of their work – thus developing a professional identity. University management does not presently see the merits for lecturers or the university itself for developing the professional identity of lecturers. Such an initiative would lead to more innovative, quick and effective problem solving through collaboration and shared efforts. In today’s economy and with competition for student numbers in private universities there is a need to seek new ways to understand and deliver learning outside formal contexts – this is fuelled in part by radical changes in the market that have pushed many other organisations to work, organize and think and learn in very different ways. / Prof. S.J. Gravett

The purpose of this study was to provide a comprehensive and descriptive study of the Oregon Mentorship Program. The study examined literature on adult mentorship programs particularly related to education and educational administration, and gathered mentor and protege perceptions on the personal and professional usefulness of program activities and characteristics. The analysis of the data may provide guidance for future formal mentorship programs designed to prepare better beginning administrators in the field of education. Data were gathered utilizing a questionnaire. All participants in the program (77 mentors and 79 proteges) were surveyed with an instrument designed around the follow-up study model. Statistical analyses of the data were based upon 55 mentor and 57 protege respondents. Chi square, mean, t-test, and Kendall's coefficient of concordance were used to determine significant differences among mentors and proteges. Two qualitative methodologies of analysis, phenomenology and development of a category system for analysis which seeks convergence and divergence were also applied to the responses. Major findings of this study were grouped as perceptions, structure, logistics, participant relationships, and demographic. Mentors and proteges had few differences in the way they perceived the mentorship program. Mentors and proteges did not agree on the significance of same/different gender mentor/protege pairings. Age differential between mentors and proteges was also not found to be a significant factor. Structurally, proteges more than mentors felt that directives and guidelines were unsatisfactory. Proteges did not agree that satisfactory year-long goals were established. Logistically, proteges were more likely to come to mentors than mentors to proteges. No significant differences existed in any of the items concerning the participant relationship category: mentors and proteges responded in similar ways to each of the questions. The study recommended future actions to enhance the Oregon Mentorship Program and made recommendations for further research into formal mentorship programs.

In efforts to bridge the gap between the conceptualized theories about mentoring and the realities in progress, this study looks closely to the process of mentoring. Six veteran teachers and their beginning teacher partners were observed during their mentoring sessions, which were the basis of one public school district mentor program. Three issues were addressed: the context of mentoring, the circumstances and conditions in which the mentoring occurred; the content of the discussions between mentors and beginning teachers, the types and degree of thought and interaction during mentoring; the nature of any influence that the mentoring experience had upon the mentor, ‘The mentoring sets met at similar times and places, after school in a classroom; however, the contexts in which they met differed in that each set established a unique tone, The mentoring sets discussed the same topics, the classroom, the school, the BTAP, and personal matters; however, the content of their conversations differed in that the interaction between the teachers in each set was unique. The veteran teachers in each set reported being influenced by the mentoring relationship. The three issues were discussed separately but the connection between them is apparent and the effect that the context and the content of the mentoring relationships had on the influence that was felt by the mentor is summarized. Conclusions about the dynamic nature of mentoring relationships and suggestions for future mentoring programs are included. / Ed. D.

No description available.

Thesis (MEdPsych)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: Mentorship is a concept that has been with us for many years. Much research has been done about the effects of mentoring programmes on youth, but very little research has been onderlaken on how children and mentors experience mentoring programmes. This study aims to fill this gap in the literature. Qualitative research was done to explore the experiences of mentors and children in a particular mentoring programme. Participatory action research was used to include the participants in the research process. The data were gathered by using drawings and individual interviews with the children as well as the mentors. Through the process of data analysis, three main themes were determined. These themes were intrapersonal factors, interpersonal factors and external factors. The findings showed similarities as well as differences in the experiences of the mentors and the children. The main similarity pertained to the two types of relationship identified by mentors and children. The two types of relationship can be defined as one of friendship and one of authority and respect. The biggest difference in experiences concerned the way in which mentors were much more aware of external factors and how it influenced their experience. Mentors were much more concerned about the amount of time available, the place where they met and games and toys that could be used. For the children, the external factors did not matter as much; they were more excited about the relationship itself. This study aimed to answer the research question and the process brought several other questions to the attention. This study could be used as a reference in further studies about mentor programmes, especially in the South African context where very little research is available about mentor programmes and children’s experiences of these programmes. More research can be done about why the children did not mention the external factors and what that indicates. The reason why more girls than boys participate in the mentor programme and how older children experience the programme could also be researched. / AFRIKAANSE OPSOMMING: Mentorskap is ‘n konsep wat al jare lank deel is van die samelewing. Verskeie studies gedoen oor mentorskapprogramme en die effek daarvan op jeug is reeds gedoen. Min navorsing is egter al gedoen oor hoe kinders en mentors hierdie mentorprogramme ervaar. Die huidige studie is onderneem om ondersoek in te stel na mentors en kinders se ervaring van ‘n mentorprogram, spesifiek in Cloetesville, om sodoende die gaping in die literatuur aan te spreek. Kwalitatiewe navorsing is gedoen om hierdie ervarings te ondersoek en deelnemende aksienavorsing is gebruik om die deelnemers in groter mate by die navorsing te betrek. Data is ingesamel deur tekeninge en individuele onderhoude met die mentors en kinders onderskeidelik. Drie hooftemas vir beide die mentor en kinders het deur die data-analiseproses na vore gekom, naamlik intrapersoonlike, interpersoonlike en eksterne faktore. Die bevindinge het verskille sowel as ooreenkomste in mentors en kinders se ervaring van die mentorprogram aangedui. Beide die mentors en die kinders het hul verhouding op een van twee maniere ervaar. Die grootste verskil was mentors en kinders se siening omtrent die eksterne faktore. Mentors was meer bewus van die eksterne faktore wat hul ervaring beïnvloed as wat die kinders was. Die mentors was meer bewus van die tydsbeperkings, die plek waar mentorsessies plaasvind en die beskikbaarheid van speelgoed en ander hulpbronne. Kinders het die vriendskap as meer belangrik gesien as enige tasbare ding of meer tyd. Hierdie studie het gepoog om die vraag oor hoe mentors en kinders ‘n mentorprogram ervaar, te beantwoord. In hierdie proses het daar ook verskeie ander vrae na vore gekom. Hierdie studie kan daarom bydra tot verdere studies in hierdie rigting, veral in die Suid-Afrikaanse konteks waar daar bitter min inligting beskikbaar is oor mentorskap en, meer spesifiek, oor kinders se ervaring van mentorprogramme. Hierdie studie kan gebruik word om ondersoek in te stel na hoekom kinders so min bewustheid van die eksterne faktore oorgedra het en hoekom meer meisies as seuns aan die mentorprogram deelneem. Dit kan ook gebruik word om ondersoek in te stel na hoe kinders tussen 11 en 18 jaar so ‘n program sal ervaar.

published_or_final_version / Education / Master / Master of Education