Exploring the Pre-Service Teacher Mentoring Context: The Construction of Self-Regulated Professionalism Short Courses

Autor/inn/en	Smit, Tanya; du Toit, Pieter H.
Titel	Exploring the Pre-Service Teacher Mentoring Context: The Construction of Self-Regulated Professionalism Short Courses
Quelle	In: South African Journal of Education, 41 (2021) 2, Artikel 2010 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Smit, Tanya) ORCID (du Toit, Pieter H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Case Studies; Professionalism; Curriculum Design; Mentors; Higher Education; Preservice Teachers; Preservice Teacher Education; Student Attitudes; Metacognition; Professional Identity; Work Experience Programs; African Languages; English; Indo European Languages; Native Language; Cooperating Teachers; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Professionalität; Lehrplangestaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English language; Englisch; Indoeuropäisch; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01