Problematising Mentoring in Open Distance Learning Teacher Education: An Action Research

Autor/in	Nenjerama, Theophilus Tinashe
Titel	Problematising Mentoring in Open Distance Learning Teacher Education: An Action Research
Quelle	In: Africa Education Review, 17 (2020) 5, S.113-131 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nenjerama, Theophilus Tinashe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2021.1959356
Schlagwörter	Distance Education; Mentors; Open Universities; Teacher Education Programs; College School Cooperation; Teacher Qualifications; Program Effectiveness; Graduate Study; Foreign Countries; Faculty Development; Teacher Role; High Schools; Student Teachers; Teaching Skills; Zimbabwe + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Offene Universität; Lehrqualifikation; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Lehrerrolle; High school; Oberschule; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Simbabwe
Abstract	Open distance learning has helped produce quality teachers and has functioned as an alternative to qualifying underqualified and unqualified educators. This article problematises the effectiveness of mentoring and its strategies in the context of open distance learning using the case study of the Postgraduate Diploma in Education offered by the Zimbabwe Open University. The action research method was used to attain data and evaluate the effectiveness of mentoring strategies on professional development. The study reveals the importance of co-learning in mentoring processes. The findings also show a lack of dialogue between teacher-training universities and the practicing schools. It finally recommends that education policymakers review key areas such as mentor selection processes and mentor in-service training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01