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The influence of mentor teacher identities on beginner teachers' professionalism
Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613686859825152 |
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| access_status_str | Open Access |
| author2 | Vandeyar, Saloshna |
| author_browse | Vandeyar, Saloshna |
| author_facet | Vandeyar, Saloshna |
| collection | Thesis |
| dc_rights_str_mv | © 2023 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 (Curriculum and Instructional Design and Development))--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/96697 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:05.686Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| 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:2263/96697 The influence of mentor teacher identities on beginner teachers' professionalism Vandeyar, Saloshna sebenzilesithole8@gmail.com Sithole, Sebenzile Grace Mentor teacher Beginner teacher Mentor teacher identity Influence Professionalism SDG-16: Peace, justice and strong institutions Education theses SDG-16 SDG-04: Quality education Education theses SDG-04 SDG-05: Gender equality Education theses SDG-05 Sustainable development goals (SDGs) Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2023. Using a social constructivist and a transformative paradigm, this study set out to explore how mentor teachers’ identities influence beginner teacher professionalism. The study was qualitative in nature and used a bounded case study approach and narrative inquiry. Mentor role theory and identity theory provided the theoretical moorings of this study. Five mentor–beginner teacher pairs across five diverse primary schools in Pretoria participated in this study. The participants were all females from different races, ethnic groups and socio-economic backgrounds. Data capture included a mix of semi-structured and focus group interviews and a research journal. The data was analysed by means of content analysis, and the findings were threefold. First, a move away from social identity to a celebration of ubuntu and a rainbow nation. All the participants showed ubuntu and treated each other with compassion and integrity. They transgressed their social identities and exercised agency as they saw professionals before black, white, Zulu or Ndebele. Teachers were changing the narrative not just for themselves, but for the learners that they taught. Second, beginner teachers as active agents in cultivating their professionalism. The confidence and trust cultivated by the mentor teachers in beginner teachers witnessed beginner teachers driving their own professionalism through conducting independent research, reaching out to fellow colleagues and leaning on heir mentor teachers for support and guidance whenever they felt stuck. Lastly, the intentionality of mentor teachers to develop beginner teachers. Mentor teachers in this study were intentional about ensuring that beginner teachers develop substantially, and they created an outline for themselves about how they would mentor beginner teachers to optimise results and provide relevant support. This study makes the following recommendations for policymakers and practitioners a tailored mentorship structure should be introduced to outline the selection of mentor teachers as well as the key objectives that mentorship should advance for beginner teachers. Future research might explore what measures mentor teachers take to fully understand others and reduce their ignorance about diverse cultures in South African society, and what the attributes are that beginner teachers consider meaningful in a mentorship. Humanities Education MEd (Curriculum and Instructional Design and Development) Restricted Faculty of Education SDG-16: Peace, justice and strong institutions 2024-06-27T07:54:14Z 2024-06-27T07:54:14Z 2024-09 2023-11-30 Dissertation * S2024 http://hdl.handle.net/2263/96697 10.25403/UPresearchdata.25832851 en © 2023 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 | Mentor teacher Beginner teacher Mentor teacher identity Influence Professionalism SDG-16: Peace, justice and strong institutions Education theses SDG-16 SDG-04: Quality education Education theses SDG-04 SDG-05: Gender equality Education theses SDG-05 Sustainable development goals (SDGs) The influence of mentor teacher identities on beginner teachers' professionalism |
| title | The influence of mentor teacher identities on beginner teachers' professionalism |
| title_full | The influence of mentor teacher identities on beginner teachers' professionalism |
| title_fullStr | The influence of mentor teacher identities on beginner teachers' professionalism |
| title_full_unstemmed | The influence of mentor teacher identities on beginner teachers' professionalism |
| title_short | The influence of mentor teacher identities on beginner teachers' professionalism |
| title_sort | influence of mentor teacher identities on beginner teachers professionalism |
| topic | Mentor teacher Beginner teacher Mentor teacher identity Influence Professionalism SDG-16: Peace, justice and strong institutions Education theses SDG-16 SDG-04: Quality education Education theses SDG-04 SDG-05: Gender equality Education theses SDG-05 Sustainable development goals (SDGs) |
| url | http://hdl.handle.net/2263/96697 |