Mentoring as professional development intervention for mathematics teachers: A South African perspective

Abstract

Only a small percentage of mathematics teacher professional development activities in South Africa include pedagogy and instruction approaches required to teach the content. In the light of the poor mathematics results, it is of pertinent importance that teachers need to be developed in terms of the mathematics they teach and the pedagogical component of it. A teachers’ professional development programme that used mentoring as one of the interventions was investigated where the mentor conducted classroom observations and had post–observation conferences with the teachers. The data from the observations, post observation conferences and interviews of both the mentors and the mathematics teachers was used to inform the off-site workshops on mathematics content and the instructional skills required to effectively teach the content. Mentoring supported the teachers in terms of mathematics content and instruction, team teaching and lesson preparation. The teachers’ individual content and instructional needs were also assessed and supported. The study revealed that mentoring that takes cognisance of teachers’ content and instructional needs enhanced their lesson preparation and understanding of mathematics as well as the skills required to teach it effectively. The study recommends mentoring as an effective intervention in professional development programmes especially when it is informed by the teachers’ instructional and content needs.

Professional Development of Mathematics Teacher: A Systematic Literature Review

“…During the analysis, the researchers clearly stated that they used several PD types when conducting the programme. According to Nel and Luneta (2017), there are no specific PD programmes for all teachers because the key to success is teachers' engagement. It is believed that PD programmes provided teachers with the necessary knowledge and pedagogical skills so that they can apply them in their classrooms.…”

A comparative analysis of the effects of mentoring among participating countries in 2013 and 2018 Teaching and Learning International Survey (TALIS)

“…From the evolving literature on mentoring, studies have been very profound on studying mentorship as a method for professional learning (Hudson, 2013;Huling & Resta, 2001;Nel & Luneta, 2017). This is greatly rooted from previous findings that support the relationship between mentors and mentees.…”

“…(Evrim, Gökçe, & Enisa, 2009;Lopes & Santos, 2013;Shin & Koh, 2007;Yilmaz & Çavaş, 2008). Teachers' pedagogical practices, on the other hand, reliably impact students' learning outcomes and its significance can be argued to have been influenced by their professional and personal beliefs (Muijs & Reynolds, 2002;Nye, Konstanopoulos, & Hedges, 2004;Palardy & Rumberger, 2008). Specifically, teachers' beliefs on instructional practices can be supported and enhanced by mentors during their professional training (OECD, 2009).…”

An Exploration of Special Education Teachers' Perceptions of Professional Development

“…Unfortunately, most of teachers do not particularly have the skills they need to communicate beneficially with parents (Nel & Luneta, 2017). As communication skills are essential to engaging families in the education process, Olsen (2015) indicates that teacher preparation and professional development programs ought actively enhance communication skills for teachers .…”