Exploring the pre-service teacher mentoring context : the construction of self-regulated professionalism short courses

dc.contributor.authorSmit, Tanya
dc.contributor.authorDu Toit, Pieter Hertzog
dc.contributor.emailtanya.smit@up.ac.zaen_ZA
dc.date.accessioned2021-07-05T14:12:18Z
dc.date.available2021-07-05T14:12:18Z
dc.date.issued2021-05
dc.description.abstractDuring 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.departmentHumanities Educationen_ZA
dc.description.librarianhj2021en_ZA
dc.description.urihttp://www.sajournalofeducation.co.zaen_ZA
dc.identifier.citationSmit, 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.issn0256-0100 (print)
dc.identifier.issn2076-3433 (online)
dc.identifier.other10.15700/saje.v41n2a2010
dc.identifier.urihttp://hdl.handle.net/2263/80733
dc.language.isoenen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.rights© 2020, South African Journal of Education. Published under a Creative Commons Attribution Licence.en_ZA
dc.subjectWork integrated learning (WIL)en_ZA
dc.subjectShort course curriculum developmenten_ZA
dc.subjectSelf-regulated professionalismen_ZA
dc.subjectPre-service teacher mentoringen_ZA
dc.subjectMentor teachersen_ZA
dc.subjectMentoringen_ZA
dc.subjectHigher education institution (HEI)en_ZA
dc.titleExploring the pre-service teacher mentoring context : the construction of self-regulated professionalism short coursesen_ZA
dc.typeArticleen_ZA

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