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Mentor teachers’ perspectives on their mentoring role in the development of student teachers’ teacher identity
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613504817594368 |
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| access_status_str | Open Access |
| author2 | Du Plessis-De Beer, Annelize |
| author_browse | Du Plessis-De Beer, Annelize |
| author_facet | Du Plessis-De Beer, Annelize |
| collection | Thesis |
| dc_rights_str_mv | © 2021 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 (Educational Psychology))--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/87965 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:12.475Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/87965 Mentor teachers’ perspectives on their mentoring role in the development of student teachers’ teacher identity Du Plessis-De Beer, Annelize Lucyhathorn@gmail.com Hathorn, Lucy UCTD Mentorship Student teachers Teacher identity Teacher education Work Integrated Learning Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020. Work integrated learning (WIL) has been identified as a critical period for student teachers’ teacher identity development. Within the South African context mentorship of student teachers by mentor teachers is in some cases lacking. Reasons for this include lack of mentor teacher training and uncertain role expectations. In light of this the descriptive case study of limited scope sought to explore mentor teachers’ perspectives of their mentoring role in the development of student-teachers’ teacher identity during WIL. In depth interviews were conducted with four experienced mentor teachers at a private school in Johannesburg. The participants’ responses were analysed interpretatively using inductive thematic analysis. Findings revealed that participants perceive their role to include interrogating pedagogical knowledge, system requirements, modelling, feedback, personal attributes and a safe and nurturing relationship into their mentoring practice. The findings are in line with the adapted Model for Effective mentoring by Hudson, and other relevant research on the topic of student teacher mentorship. In addition to this the current study revealed that student teacher attitude plays an important part of the mentorship process and that authentic teachers are developed through authentic mentorship in which mistakes are welcomed as part of the learning process. The implication is that mentor teachers and student teachers need to work together during Work Integrated Learning to ensure that mentorship is mutually beneficial for the positive development of teacher identity. es2026 Educational Psychology MEd (Educational Psychology) Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-16: Peace, justice and strong institutions 2022-10-25T10:58:53Z 2022-10-25T10:58:53Z 2021 2020 Dissertation * A2020 https://repository.up.ac.za/handle/2263/87965 en © 2021 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 Mentorship Student teachers Teacher identity Teacher education Work Integrated Learning Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Mentor teachers’ perspectives on their mentoring role in the development of student teachers’ teacher identity |
| title | Mentor teachers’ perspectives on their mentoring role in the development of student teachers’ teacher identity |
| title_full | Mentor teachers’ perspectives on their mentoring role in the development of student teachers’ teacher identity |
| title_fullStr | Mentor teachers’ perspectives on their mentoring role in the development of student teachers’ teacher identity |
| title_full_unstemmed | Mentor teachers’ perspectives on their mentoring role in the development of student teachers’ teacher identity |
| title_short | Mentor teachers’ perspectives on their mentoring role in the development of student teachers’ teacher identity |
| title_sort | mentor teachers perspectives on their mentoring role in the development of student teachers teacher identity |
| topic | UCTD Mentorship Student teachers Teacher identity Teacher education Work Integrated Learning Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 |
| url | https://repository.up.ac.za/handle/2263/87965 |