Effective Mentoring: Understanding Factors Affecting the Holistic Development of Pre-Service Teachers during Teaching Practice

Autor/inn/en	Ntshangase, Sicelo Ziphozonke; Nkosi, Zinhle P.
Titel	Effective Mentoring: Understanding Factors Affecting the Holistic Development of Pre-Service Teachers during Teaching Practice
Quelle	In: South African Journal of Education, 42 (2022) 4, Artikel 2062 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ntshangase, Sicelo Ziphozonke) ORCID (Nkosi, Zinhle P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Mentors; Holistic Approach; Preservice Teachers; Teaching Experience; Program Effectiveness; Foreign Countries; Rural Schools; Language Teachers; African Languages; Cooperating Teachers; Teacher Role; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Language teacher; Sprachunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose with this article is to amplify the significance of effective mentoring of pre-service teachers in order to address classroom matters and situational issues associated with teaching practice. Open-ended interviews were conducted with 10 pre-service teachers about the ways in which they experienced mentoring during their teaching practice. The majority of preservice teachers have raised concerns that once they were dispatched to schools, they found themselves without adequate mentorship from in-service mentors and mentor lecturers. The study was contextualised in less-privileged South African schools and involved fourth-year Bachelor of Education and Postgraduate Certificate in Education pre-service teachers as participants. Findings suggest that the common denominator among the documented lived experiences of the interviewed pre-service teachers was a lack of information about the difficulties that in-service teachers in less-privileged schools faced on a daily basis, especially in townships or rural areas where facilities such as computer rooms, smart boards and data projectors are not available. The Situativity theory was used to frame the argument that the lack of effective mentoring that pre-service teachers received resulted in them not successfully adapting to the situation in less-privileged schools during teaching practice. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01