Assessing teaching capacity of novice teachers through mentoring in primary schools.
- Authors: Mthi,Tanduxolo Nicholas
- Date: 2019
- Subjects: Mentoring in education Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16566 , vital:40732
- Description: The quality of teacher education seems to have become a crucial point of debate worldwide. However, teaching seems to be one of the careers without a recognised apprenticeship. Therefore, mentoring has been seen as an appropriate way for experienced teachers to guide, assist, coach and motivate teachers in their teaching capacity. Teaching capacity is described as having a broad content which can be related to quality teaching, teacher effectiveness and teacher behaviour in the classroom or in the school. The lens with which the study was viewed was through Lave and Wenger’s (1998) theory, Community of Practice (CoP). Community of Practice is defined as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determining solutions and building innovations. The study used mixed methods and concurrent triangulation design in sampling 60 participants for quantitative data and 6 participants for qualitative data. The unit of analysis were novice teachers who were randomly and purposively selected. Data gathering methods included questionnaires, classroom observations and document analysis. The focus was on the primary schools, Foundation Phase (FP) novice teachers. The findings revealed utilisation of different mentoring approaches such as one on one; Foundation Phase Team and school- based mentoring. Although the study reveals that the work of the mentor teachers and novice teachers has evolved to include Learning Teams to improve the teaching capacity of teachers; some mentoring approaches were less effective. The study suggests, therefore, that schoolbased and district-based mentoring programmes to be formally organised as part of developing novice teachers’ teaching capacity.
- Full Text:
- Authors: Mthi,Tanduxolo Nicholas
- Date: 2019
- Subjects: Mentoring in education Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16566 , vital:40732
- Description: The quality of teacher education seems to have become a crucial point of debate worldwide. However, teaching seems to be one of the careers without a recognised apprenticeship. Therefore, mentoring has been seen as an appropriate way for experienced teachers to guide, assist, coach and motivate teachers in their teaching capacity. Teaching capacity is described as having a broad content which can be related to quality teaching, teacher effectiveness and teacher behaviour in the classroom or in the school. The lens with which the study was viewed was through Lave and Wenger’s (1998) theory, Community of Practice (CoP). Community of Practice is defined as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determining solutions and building innovations. The study used mixed methods and concurrent triangulation design in sampling 60 participants for quantitative data and 6 participants for qualitative data. The unit of analysis were novice teachers who were randomly and purposively selected. Data gathering methods included questionnaires, classroom observations and document analysis. The focus was on the primary schools, Foundation Phase (FP) novice teachers. The findings revealed utilisation of different mentoring approaches such as one on one; Foundation Phase Team and school- based mentoring. Although the study reveals that the work of the mentor teachers and novice teachers has evolved to include Learning Teams to improve the teaching capacity of teachers; some mentoring approaches were less effective. The study suggests, therefore, that schoolbased and district-based mentoring programmes to be formally organised as part of developing novice teachers’ teaching capacity.
- Full Text:
Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in the Eastern Cape Province
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8317 , vital:32268
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
- Full Text:
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8317 , vital:32268
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
- Full Text:
- «
- ‹
- 1
- ›
- »