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Student teacher expectations of the role mentor lecturers play in developing teacher identity
Dissertation (MEd)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2020
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| _version_ | 1867613453221363712 |
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| access_status_str | Open Access |
| author2 | Du Plessis, Annelize |
| author_browse | Du Plessis, Annelize |
| author_facet | Du Plessis, Annelize |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/76868 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:23.211Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/76868 Student teacher expectations of the role mentor lecturers play in developing teacher identity Du Plessis, Annelize u17261432@tuks.co.za Jooste, Agnes UCTD Educational psychology teacher education mentorship teaching practice qualitative research Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Dissertation (MEd)--University of Pretoria, 2019. Mentoring has been acknowledged as an important foundation of teacher education worldwide and is pivotal to the development of student teachers’ teacher identity, especially during teaching practice. Despite this, mentorship seems to fall short of its intended objectives and student teachers frequently seem to perceive mentors are critical evaluators rather than as mentors. The current descriptive case study forms part of a broader research project, the Peer Enhanced Scholarship of Teaching and Learning, focused on the development of a mentorship intervention for student teachers. To determine the role student teachers expect mentor lecturers to play in the development of their teacher identities, semi-structured, open-ended questionnaires were completed anonymously by 170 student teachers after they had completed their teaching practice. These questionnaires were then analysed using an interpretive approach by means of inductive thematic analysis. Previous work, including Hudson’s Five-factor Model for Effective Teaching, acknowledged the need for mentor lecturers to integrate system requirements, pedagogical knowledge, modelling, feedback and personal attributes in order to perform important mentorship roles. These included mentor lecturers being experts (in subject didactics and pedagogy), models/guides, reflective practitioners, coaches, companions, motivators and change agents. These factors and roles were identified as significant in the current study, although the need for a caring and encouraging relationship between the student teacher and mentor lecturer was also highlighted. The implication is that mentor lecturers should view student teachers more holistically and offer both personal and professional support during their teaching practice, thus indicating the need for a possible sixth factor, namely the context of a safe and nurturing relationship which may aid teacher identity development. es2026 Educational Psychology MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-16: Peace, justice and strong institutions 2020-11-04T15:10:12Z 2020-11-04T15:10:12Z 20/04/22 2019 Dissertation Jooste, A 2019, Student teacher expectations of the role mentor lecturers play in developing teacher identity, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76868> A2020 http://hdl.handle.net/2263/76868 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Educational psychology teacher education mentorship teaching practice qualitative research Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Student teacher expectations of the role mentor lecturers play in developing teacher identity |
| title | Student teacher expectations of the role mentor lecturers play in developing teacher identity |
| title_full | Student teacher expectations of the role mentor lecturers play in developing teacher identity |
| title_fullStr | Student teacher expectations of the role mentor lecturers play in developing teacher identity |
| title_full_unstemmed | Student teacher expectations of the role mentor lecturers play in developing teacher identity |
| title_short | Student teacher expectations of the role mentor lecturers play in developing teacher identity |
| title_sort | student teacher expectations of the role mentor lecturers play in developing teacher identity |
| topic | UCTD Educational psychology teacher education mentorship teaching practice qualitative research Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/76868 |