Being a mentor: novice teachers’ mentors’ conceptions of mentoring prior to training

Schatz-Oppenheimer, Orna

doi:10.1080/19415257.2016.1152591

Cited by 43 publications

(24 citation statements)

References 56 publications

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“…Novice teachers need constant mentoring in their early months, and this mentoring has been found to guide novice teachers in all aspects of teaching and learning from challenges which they have been experiencing to improvement in the skill of classroom management (Farrell, 2012b;Pogodzinski, 2015). Mentoring teacher-developed confidence (Schatz-Oppenheimer, 2017) and gave motivation to the teacher to teach (Van Ginkel et al, 2016).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Support Needs of Novice Public-School Teachers for Effective Management of Elementary Level Classrooms in Lahore

Saleem¹

2020

PSSR

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The purpose of this study was to develop an understanding of the support needs which novice teachers considered essential in their initial three years of service. A basic qualitative research design was used, and semi-structured interviews were conducted with a purposive sample comprising of 20 novice teachers who had less than three years of teaching experience at public-elementary schools in Lahore. The result of the study indicated that novice teachers considered that both principal and senior teachers should guide them. It was found that half of the interviewed teachers were satisfied with the support of the principal and senior teachers, whereas other half reported principal did not help them, and senior teachers were involved in leg-pulling. Most principals were co-operative, and novice teachers could discuss their classroom management challenges with them like student's absence, behavioral challenges, cleanliness, and lack of interest of parents/over-involvement. Whereas some reported their principal did not listen to their challenges, and they could not discuss challenges with them. Most teachers received suggestions from principals such as keeping students involved, teaching slowly, and dealing with students' behavioral challenges patiently.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Support Needs of Novice Public-School Teachers for Effective Management of Elementary Level Classrooms in Lahore

Saleem¹

2020

PSSR

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“…The PGCE students have to grasp this opportunity of being mentored with both hands because they get the opportunity of observing their subject mentors' teaching, for them to learn how pedagogical content knowledge (PCK) is applied, and how classrooms are managed for effective teaching and learning [28]. According to [35], there are four types of activities that subject mentors are expected to focus on while mentoring PGCE students. These activities are:…”

Section: Mentoring Process To Support Student Teachersmentioning

confidence: 99%

“…The above responsibilities are also highlighted by [35] to show explicitly why the subject mentors are role players in the development of PGCE students. The pre-service teachers spend most of their mentors in the real situation of the profession.…”

Section: Mentoring Process To Support Student Teachersmentioning

confidence: 99%

The Nexus between Teaching Practice and PGCE Student-Teachers: The Perceptions of Subject Mentors on Pre-Teachers' Readiness for Teaching Career

Mkhasibe¹,

Mncube²,

Ajani³

2021

ujer

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Teaching practice is critical to teacher education as it provides the pre-service teachers with practical experience of professional responsibilities and classroom practices, which are basic foundations for their choice of teaching as a profession or career. It is mandatory for pre-service teachers to experience teaching practice as a requirement in teacher education to acquire practical teaching competence in schools. Students in teaching practice are required to be mentored by their subject teachers in the schools. Thus this study investigates subject mentors' perceptions of Post Graduate Certificate in Education (PGCE) students' teaching practice lived experiences to determine their readiness for professional classroom practices. Competence and readiness to teach are inseparable because the latter demonstrates the skills which pre-service teachers display when delivering certain aspects of their teaching. Hence teaching is incomplete without teaching practice. Five subject mentors who were mentoring PGCE student teachers were purposively selected and engaged in semi-structured interviews for the data collection for this study. Content analysis was used to identify themes and analyse the data. The findings revealed, among others, that PGCE student teachers do not have adequate pedagogical content knowledge. Based on the findings, the study, therefore, recommends that the training for PGCE students has to be increased from one year to two years to acquire the appropriate knowledge and skills.

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“…The study also reveals that effective mentors are usually the people who possess a strong personality and professional qualities as well as extensive practise skills. Schatz-Oppenheimer [48] states that mentors who have personality-related qualities demonstrate a certain innate set of qualities which make them unique and acceptable to their fellow colleagues. This notion is supported by this study's participants who link qualities of mentoring to caring, integrity, assertiveness, flexibility, tolerance, teamwork, ability to form and maintain interpersonal relationships and the ability to motivate and influence mentees to develop personally and professionally.…”

Section: Some Of These Beginning Teachers Don't Apply Blooms' Taxonomy Technique Of Varying Questions; They Ask Low Order Questions or Domentioning

confidence: 99%

The Opinions of the Teachers on Mentoring Process and Experiences

Mphojane¹,

Rambuda²

2021

ujer

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The aim of this phenomenological qualitative study was to explore the opinions of the teachers on mentoring process and their experiences. To achieve this aim, the study sought information on mentoring essences, practices, roles, and training needs of mentor teachers. Experienced and beginning teachers were purposefully selected from eight English-medium secondary schools in South Africa. Data from the literature review, 16 group interviews and 24 open-ended questionnaires were triangulated and thematically analysed to gain a deeper understanding of the phenomenon. Forty-eight experienced teachers and 24 beginning teachers shared their life experiences, perspectives, and perceptions on the mentoring process. The study revealed that in South African schools, mentoring was patchy and unsystematic. Data collected revealed that a new working environment presented some social, personal, and professional challenges to beginning teachers. It was revealed that experienced teachers were willing to support their fellow beginning colleagues even though they were not trained in the mentoring process and did not receive the necessary support from the school management teams.

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Being a mentor: novice teachers’ mentors’ conceptions of mentoring prior to training

Cited by 43 publications

References 56 publications

Support Needs of Novice Public-School Teachers for Effective Management of Elementary Level Classrooms in Lahore

Support Needs of Novice Public-School Teachers for Effective Management of Elementary Level Classrooms in Lahore

The Nexus between Teaching Practice and PGCE Student-Teachers: The Perceptions of Subject Mentors on Pre-Teachers' Readiness for Teaching Career

The Opinions of the Teachers on Mentoring Process and Experiences

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