Literaturnachweis - Detailanzeige
Autor/inn/en | dos Reis, Karen; Braund, Martin |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |