Student Teachers' Perceptions of Mentoring as an Influencer of Their Professional Teacher Identity Development

Autor/inn/en	van Putten, Sonja; van Putten, Jessica; de Jager, Lizette
Titel	Student Teachers' Perceptions of Mentoring as an Influencer of Their Professional Teacher Identity Development
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 31 (2023) 4, S.466-488 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Putten, Jessica) ORCID (de Jager, Lizette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2023.2225392
Schlagwörter	Student Teachers; Student Teacher Attitudes; Mentors; Professional Identity; Work Experience Programs; Foreign Countries; Teacher Role; Teacher Influence; Preservice Teacher Education; Student Needs; Barriers; South Africa + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Lehrerrolle; Lehramtsstudiengang; Lehrerausbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the role of the mentor lecturer in the development of the Professional Teacher Identity (PTI) of 838 fourth-year pre-service teachers while doing Work Integrated Learning at a South African University. The students reflected in group workshops on the role of the mentoring they received in their PTI development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the groups created. The results showed that the mentor lecturers ranked sixth out of nine as influencers of the students' PTI development. The students felt misunderstood and unsupported. There are three possible interpretations of this finding: the role of the mentor lecturer is an unnecessary and unwanted feature of the teacher training programme, the mentor lecturer is not meeting the needs of the student, or the millennial generation into which this sample fits is not open to critical self-reflection and critique. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01