Mentoring Education Students at the University of Namibia (original) (raw)
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2016
This study examines the perceptions of student teachers on the importance of mentoring, in teacher education programme at Zimbabwe Open University, A total of 50 student teachers doing Post Graduate Diploma in Education in the Department of Teacher Education during the 2015-2016 academic year participated in the study. A researcher-designed questionnaire was utilized to collect data. The results indicate that participants perceive high disagreement toward the effectiveness of mentor teachers. They express that they wish mentor teachers to be understanding, good models, to treat them as a teacher candidate not as a student and to give constructive feedback. The study concludes by offering a number of practical and theoretical implications for the field of study.
2021
This study sought the perception of College of Education students on the importance of mentoring, in the teacher education program at Enugu State College of Education Technical. The study also examines the roles that mentors and mentees play in a mentoring relationship and how they interconnect. The study was a descriptive study guided by two research questions and one hypothesis. The population comprised 153 Postgraduate diploma in education students in the College during the 2017/2018 academic year participated in the study. The instrument for data collection was a designed researchers' structured questionnaire in three parts – A, B, and C. part A contained information on respondents' bio-data; part B elicited information on the roles played by mentors who have experienced trained teachers as mentors to the mentees while part C sought information on the strategies used in mentoring the college students. Data were analyzed using frequency counts, percentages, mean, and Pear...
Mentoring in teacher education: were the experienced teachers ready as seen by students?
Southern Africa Journal of Education, Science and Technology, 2007
The study investigated preparedness of experienced teachers to participate in mentoring. Student teachers' views were sought about mentors' knowledge of their role; mentoring; how adults learn, and abilities needed by classroom teachers. Another purpose was to find out how mentors were made to be accountable to Bindura University of Science Education. The population of the study was 58 Part III Semester 2 students and 16, selected through voluntary participation, completed a questionnaire on mentoring. Data was analyzed using frequency counts to determine the views held by the majority of the student teachers. The views were then compared with what literature claimed to be the knowledge and skills expected of mentors. The researcher found that student teachers' views about the preparedness of mentors were consistent with conventional norms and practices of teaching. This would seem to suggest that mentoring was limited in bringing up reform in teacher education. The study recommends in-service training for teachers in two key areas: principles of adult education and accountability in mentoring. Further research was recommended to seek opinions of experienced teachers about their preparedness to participate in the mentoring programme.
Hello-Teen Society, 2020
The role of education in building an educated and ideal nation is immense. Mentoring has important roles in education, research activities and overall building a nation. This paper depicts the importance of mentoring in education with a comprehensive appraisal. Teachers are the forerunners of building an educated nation. Although any educational process requires a well-planned, well-organized, and far-reaching educational management in addition to various personal, family, and socioeconomic regulators, the role of mentor in a student's life is indescribable. A mentor can point out all the new and possible helpful approaches as well as awaken the latent approach of a person. In other words, a mentor can play supportive roles in increasing the confidence, develop resilience and character, or raise the aspirations of the recipients. Teachers and research mentors, however, play an important role in gathering specific academic, professional skills or knowledge. In conclusion, quality education helps to build up a quality nation. Appropriate strategies will be needed to develop quality and fruitful mentoring approaches, which will play a pivotal role in building quality human resources.
2012
Mentoring has been increasingly recognized as a key strategy in professional training and development in education. In teacher training, mentoring may be regarded as a relationship and a process whose aim and purpose is to induct student teachers into the community of practice of teaching. It is a process in which professional support is given by and within school. The mentor role was that of an elder, trusted loyal friend, responsible for the growth and development of the protégé, whose characteristics were integrity, wisdom and personal involvement. However the notion of mentoring is not clear as it seems, considering how it is performed and there are challenges affecting mentoring. In Zimbabwe, in teacher education, mentoring is one of the Teaching Practice training strategies which is largely employed by schools in conjunction with teacher training colleges. A survey was conducted in Masvingo urban to determine mentor and mentee conceptions on mentor roles and mentor qualities in mentoring student teachers from two teachers' training colleges in Masvingo .The study established that there were some differences in the way roles and qualities of mentors were conceived by student teachers and the mentors but the key roles of an effective mentor were conceived as a guide and a helper in purely teaching matters. Opinions were divided on the assessor role of mentors but being highly knowledgeable about teaching children in the primary school, warm and being trustworthy were most commonly identified traits of effective mentors. The study recommended that workshops be run conjointly by training colleges and appointed school mentors so that mentors and colleges speak the same voice on mentor roles and qualities.
Mentors’ Reflections of a Pilot Mentoring Programme in a South African University
The Anthropologist, 2014
Issues of student throughput and graduation rates are issues of concern in many South African universities. Numerous intervention programmes are put in place to assist students to progress well with their studies and curb failure and subsequent drop out from degree programmes. Student mentoring is one such intervention. The purpose of this study was to establish trained mentors' reflections of their contact with mentees in a pilot student mentoring programme in a South African University. The study adopted a wholly qualitative approach in which a purposefully selected sample of 42 mentors participated in the study. Data were collected through document analysis of mentors' weekly reports and postings to a Facebook page were read and analysed. Data were analysed through content analysis of emerging themes. The study found that although the mentors were positive about the establishment of a student support programme, they were concerned about schedules, communication between themselves and the Teaching and Learning Unit and between mentors and mentees. The level of commitment by mentees and the impact that the programme had on assessment were found questionable. In conclusion mentors agree that this programme is important in this context but more still needs to be attended to, to improve the system. The paper provides a list of recommendations that the university needs to take into account to provide a more effective student support programme.
Journal of Educational and Social Research, 2014
Mentoring of students during teacher training is an important component in developing competent teachers. Different student have different needs and hence need to be mentored differently. The manner in which it is done will determine how successful a teacher will be in performing his/her duties and responsibilities when the teacher takes up a full time teaching post at a school. Mentoring has to be done in a way that meets the needs of the student and has an impact on the student and his future career. Often, on entering the teaching profession, the novice teacher will not be inducted into the profession by means of an induction program at the school, but will be required to commence with the normal duties and responsibilities. The teacher will need to "find his footing" on his own and this can lead to frustration, stress and disillusionment on the part of the teacher. However, if the student, while in training, receives mentorship in a structured and meaningful way, it will assist in easing the trauma that the novice teacher experiences on entering the teaching profession.Data was gathered from student teachers by means of a structured questionnaire to explore student's teachers mentoring needs. The data was analysed with the view of identifying the mentoring need of pre-service teachers so that mentors assist student teachers in meeting their needs and overcoming some of the challenges that they may face on entering the teaching profession.