Exploring the pre-service teacher mentoring context : the construction of self-regulated professionalism short courses
dc.contributor.author | Smit, Tanya | |
dc.contributor.author | Du Toit, Pieter Hertzog | |
dc.contributor.email | tanya.smit@up.ac.za | en_ZA |
dc.date.accessioned | 2021-07-05T14:12:18Z | |
dc.date.available | 2021-07-05T14:12:18Z | |
dc.date.issued | 2021-05 | |
dc.description.abstract | During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers. | en_ZA |
dc.description.department | Humanities Education | en_ZA |
dc.description.librarian | hj2021 | en_ZA |
dc.description.uri | http://www.sajournalofeducation.co.za | en_ZA |
dc.identifier.citation | Smit, T. & Du Toit, P.H. 2021, 'Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses', South African Journal of Education, Volume 41, Number 2, Art. #2010, 13 pages, https://doi.org/10.15700/saje.v41n2a2010. | en_ZA |
dc.identifier.issn | 0256-0100 (print) | |
dc.identifier.issn | 2076-3433 (online) | |
dc.identifier.other | 10.15700/saje.v41n2a2010 | |
dc.identifier.uri | http://hdl.handle.net/2263/80733 | |
dc.language.iso | en | en_ZA |
dc.publisher | Education Association of South Africa | en_ZA |
dc.rights | © 2020, South African Journal of Education. Published under a Creative Commons Attribution Licence. | en_ZA |
dc.subject | Work integrated learning (WIL) | en_ZA |
dc.subject | Short course curriculum development | en_ZA |
dc.subject | Self-regulated professionalism | en_ZA |
dc.subject | Pre-service teacher mentoring | en_ZA |
dc.subject | Mentor teachers | en_ZA |
dc.subject | Mentoring | en_ZA |
dc.subject | Higher education institution (HEI) | en_ZA |
dc.title | Exploring the pre-service teacher mentoring context : the construction of self-regulated professionalism short courses | en_ZA |
dc.type | Article | en_ZA |