Are School-Based Mentors Adequately Equipped to Fulfil Their Roles? A Case Study in Learning to Teach Accounting

Autor/inn/en	dos Reis, Karen; Braund, Martin
Titel	Are School-Based Mentors Adequately Equipped to Fulfil Their Roles? A Case Study in Learning to Teach Accounting
Quelle	In: Africa Education Review, 16 (2019) 4, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (dos Reis, Karen) ORCID (Braund, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1460210
Schlagwörter	Mentors; Case Studies; Teaching Methods; Accounting; Teacher Role; Preservice Teachers; Barriers; High School Teachers; Teacher Attitudes; Student Attitudes; Teacher Student Relationship; Foreign Countries; Disadvantaged Schools; Experienced Teachers; Second Language Learning; Language of Instruction; English (Second Language); Indo European Languages; African Languages; Placement; Student Teaching; Student Characteristics; Teacher Characteristics; Universities; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Abrechnung; Buchführung; Buchhaltung; Lehrerrolle; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Betriebspraktikum; Praktikum; Teaching practice; Unterrichtspraxis; University; Universität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on a study that explored how school-based teachers fulfilled their roles as mentors in response to challenges faced by pre-service teachers while learning to teach accounting. Pre-service teachers in their final year at a University of Technology in South Africa and practising teachers from six high schools participated in the study. Pre-service teachers e-mailed reflection journals on a weekly basis over a period of four months to the first author who is a teacher educator. Unstructured interviews were carried out with each pre-service teacher and their respective mentors. The results indicated that not all mentors assisted the pre-service teachers according to the expectations of their roles. Despite mentoring having the potential to enhance the preparation of pre-service teachers, in the cases studied it did not always yield positive results. It became clear that the cumulative nature of the accounting discipline requires a different type of mentoring from other disciplines. In fact, numerous factors revealed in the study influenced the failure and success of mentoring pre-service teachers. Many of these factors are ones over which the university has no control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01