Podiplomski certifikat iz izobraževanja (PGCE) – izkušnja študentov z mentorstvom
Ključne besede:
IKT modeliranje, IKT pedagoško znanje, mentor, mentorstvo, model, osebne lastnosti, pedagoško znanje, sistemske zahteve
Povzetek
Šolska praksa je bistvena sestavina predhodnega usposabljanja študentov bodočih učitelje za pridobitev kvalifikacije PGCE (ang. Postgraduate Certificate in Education), ki ponuja priložnosti za razvoj lastne identitete mentorirancev in vrsto kompetenc. Študija raziskuje, kako so študentje bodoči učitelji na Univerzi Nelsona Mandele dojemali svoje mentorske izkušnje s šolskim učenjem (ang. School-Based Learning SBL) o vlogah, ki bi jih morali mentorji izpolnjevati na podlagi prilagojenega okvira sedmih dejavnikov (Hudson, 2004, 2009) s sprejetjem postpozitivistične paradigme. Ugotovitve so pokazale, da sta tako skupini udeležencev, ki bi se znova želeli vrniti k istemu mentorju, kot tisti, ki tega ne želijo, navedli, da je imelo teh sedem dejavnikov odločilno vlogo pri njihovem odločanju.peers
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
Baartman, N. (2016). Perspectives of Post Graduate Certificate in Education (PGCE) students on the effectiveness of school based mentoring. Masters Thesis, Faculty of Education, University of Fort Hare.
Bandura, A. (1977). Social Learning Theory. New Jersey: Prentice-Hall.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Bartholomew, D. J., Knott, M., and Moustaki, I. (2011). Latent Variable Models and Factor Analysis: A unified approach. John Wiley & Sons: London.
Brown, J., Collins, A., and Duguid, P. (1989). Situated Cognition and the Culture of Learning. Institute for Inquiry, 18(1), 32–42.
Buhagiar, M. A., and Attard Tonna, M. (2015). School-based Mentoring in Initial Teacher Education: The exploratory phase. Msida: Faculty of Education, University of Malta. https://www.um.e-du.mt/library/oar/bitstream/123456789/28080/1/School-based_mentoring_in_initial_t-eacher_education.pdf
BusinessTech, (2018). Here’s how many South African schools don’t have the internet or a computer lab – and what it will cost to fix the problem. Staff writer, 18 July 2018. Available from https://busine-sstech.co.za/news/internet/259171/heres-how-many-south-african-schoo-ls-dont-have-the-internet-or-a-computer-lab-and-what-it-will-cost-to-fix-the-problem/
Charron, K., Kalbarczyk, A., Martin, N. A., Combs, E. A., Ward, M., and Leontsini, E. (2019). Building Blocks of Global Health Mentorship: Motivation, Expectations, and Institutional Support. Annals of Global Health, 85(1): 1–9. doi:10.5334/aogh.1537.
Creswell, J. W. (2015). 30 Essential Skills for the Qualitative Researcher. Thousand Oaks, CA: SAGE.)
Creswell, J. W., and Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches” (4th ed.). Thousand Oaks, CA: SAGE.
Department of Basic Education (DoBE) (2016). Revised five-year strategic plan, 2015/16–2019/20. March 2016, Pretoria. Available from: https://www.education.gov.za/Portals/0/Documents/Re-ports/Revised%20DBE%20Strategic%20Plan%20March%202016.pdf?ver=2016-03-31-122004-950
Department of Higher Education and Training (DHET), (2015). National Qualifications Framework Act (67/2008): Revised policy on the minimum requirements for teacher education qualifications. Government Gazette, 596(38487), February 2015. Pretoria: Government Printers.
Du Plessis, E. (2013). Mentorship challenges in the teaching practice of distance learning students. The Independent Journal of Teaching and Learning, 8(1), 29–43.
Dlengezele, A. N. (2020). The role of mentor-teachers in supporting student-teachers. Magister Educationis in the Faculty of Education, University of Pretoria, South Africa.
Feiman-Nemser, S. (1998). Teachers as Teacher Educators. European Journal of Teacher Education, 21 (1), 63-74, DOI: 10.1080/0261976980210107
Frick, L., Carl, A. and Beets, P. (2010). Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30, 421–437.
Fuentes-Abeledo, E., González-Sanmamed, M., Muñoz-Carril, P., and Veiga-Rio, E. (2020): Teacher training and learning to teach: an analysis of tasks in the practicum. European Journal of Teacher Education, https://doi.org/10.1080/02619768.2020.1748595
Greiman, B., Torres, R., Burris, S., and Kitchel, T. (2007). Beginning Teachers’ Perceptions of In-School and In-Profession Mentoring Relationships. Career and Technical Education Research, 32(1), 23–44.
Hair, J., Black, W., Babin, B., and Anderson, R. (2010). Multilevel data analysis: a global perspective. New York: Pearson.
Hudson, P. (2004). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27 (2), 139-146.
Hudson, P. (2009). Mentoring pre-service teachers in primary mathematics. The International Journal of Learning, 16(4), 119–132.
Hudson, P., Skamp, K., and Brooks, L. (2005). Development of an Instrument: Mentoring for Effective Primary Science. Science Education, 89(4), 657–674.
Hugo, A. (2018). Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa. African Journal of Teacher Education, 7(2), 1–16.
Kram, K. (1983). Phases of the Mentor Relationship. Academy of Management, 26(4), 608–625.
Kram, K. E. (1985). Mentoring at Work. Glenview, IL: Scott, Foresman.
Maddux, J. (2002). Self-efficacy: The power of believing you can. In C. Snyder and S. Lopez (Eds.), Handbook of Positive Psychology (pp. 277–287). New York: Oxford University Press.
Martins, M., Costa, J., and Onofre, M. (2015). Practicum experiences as sources of pre-service teachers’ self-efficacy. European Journal of Teacher Education, 38(2), 263–279, DOI: 10.1080/026-19768.2014.968705
Matiwane, Z. (2019). Public schools to go digital within six years: Cyril Ramaphosa. Times Live, 07 February 2019. Available from https://www.timeslive.co.za/politics/2019-02-07-public-schools-to-go-digital-within-six-years-cyril-ramaphosa/
McLeod, D. (2019). Ramaphosa’s remarkably tech-focused Sona: what he said about ICT. Tech Central, 07 February 2019. Available from https://techcentral.co.za/ramaphosas-remarkably-tech-focused-sona-what-he-said-about-ict/87282/
Miles, S. (2008). Make or break: The importance of good mentorship. British Journal of Midwifery, 16(11), 704-711.
Modipane, M. C., and Kibirige, I. (2015). Experiences of teaching practice at the University of Limpopo: Possibilities for curriculum improvement. South African Journal of Higher Education, 29(2), 202–217.
Moosa, M., and Rembach, L. (2018). Voices from the classroom: Pre-service teachers’ interactions with supervising teachers. Perspectives in Education, 36(1), 1–13.
Moosa, M., and Rembach, L. (2020). Encounters with mentor teachers: first-year students’ experiences on teaching practice, Mentoring & Tutoring: Partnership in Learning, 28(5), 536–555, DOI: 10.1080/13611267.2020.1859326
Ngibe, N. C. P., Pylman, J., Mammen, K. J., and Adu, E. O. (2019). Turning Pre-service School Experience Challenges into Strengths. Journal of Human Ecology, 66(1–3), 33–44.
Niklasson, L. (2018). Mentors in Initial Teacher Education - Initiatives for Professional Development. Journal of Arts & Humanities, 7(8), 11–22.
Pallant, J. (2007). SPSS Survival Manual: A step by step guide to data analysis using SPSS for Windows (3rd edition). Maidenhead: Open University Press.
Pandee, M., Tepsuriwong, S., and Darasawang, P. (2020). The dynamic state of pre-service teachers’ self-efficacy: A critical incident study in Thailand. Issues in Educational Research, 30(4), 1442–1462. http://www.iier.org.au/iier30/pandee.pdf
Petrovska, S., Sivevska, D., Popeska, B., and Runcheva, J. (2018). Mentoring in teaching profession. International Journal of Cognitive Research in Science Engineering and Education, 6(2), 47–56.
Ploj Virtič, M., Du Plessis, A., and Šorgo, A. (2021). In the search for the ideal mentor by applying the Mentoring for effective teaching practice instrument. European Journal of Teacher Education, 1-10.
Ragins, B. R., and Kram, K. E. (2007). The Roots and Meaning of Mentoring. In B. R. Ragins and K. E. Kram (eds.), The Handbook of Mentoring at Work: Theory, Research, and Practice (3–16). California: SAGE.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press.
Sekaran, U. (2003). Research Methods for Business: A skills approach. New Jersey: John Wiley & Sons
Sokhulu, L. H. (2018). Exploring pre-service teachers’ experiences of mentoring during teaching practice. Master of Education in the School of Education, Curriculum Studies Discipline Faculty of Education University of KwaZulu-Natal, South Africa.
Tacq, J. (1997). Multivariate Analysis Techniques in Social Science Research – From problem to analysis. London: Sage.
Valenčič Zuljan, V. and Marentič Požarnik, B. (2007). A mentor’s aid in developing the competences of teacher trainees. Educational Studies, 33(4), 373–384.
Valenčič Zuljan, V. and Marentič Požarnik, B. (2014). Induction and Early-career Support of Teachers in Europe. European Journal of Education, 49(2), 192–205. https://doi.org/10.1111/ejed.12080
Vršnik Perše, T., Ivanuš Grmek, M., Bratina, T., and Košir, K. (2015). Students’ Satisfaction with Teaching Practice during Pre-service Teacher Education. Croatian Journal of Education, 17, Sp. Ed. No. 2, 159–174.
Welch, A., Willis, J., and Beutel, D. (2013). Through the eyes of the mentor: framing expectations within pre-service teacher and mentor relationships. The Australian Teacher Education Association, 1–7.
Wexler, L. J. (2020). ‘I would be a completely different teacher if I had been with a different mentor’: Ways in which educative mentoring matters as novices learn to teach. Professional Development in Education, 46(2), 211–228, DOI: 10.1080/19415257.2019.1573375
Yuan, E. U. (2016). “The dark side of mentoring on pre-service language teachers’ identity formation. Teaching and Teacher Education, 55, 88–197.
Zeichner, K. (1980). Myths and Realities: Field-based Experiences in Preservice Teacher Education. Journal of Teacher Education, 31(6), 45–55.
Bandura, A. (1977). Social Learning Theory. New Jersey: Prentice-Hall.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Bartholomew, D. J., Knott, M., and Moustaki, I. (2011). Latent Variable Models and Factor Analysis: A unified approach. John Wiley & Sons: London.
Brown, J., Collins, A., and Duguid, P. (1989). Situated Cognition and the Culture of Learning. Institute for Inquiry, 18(1), 32–42.
Buhagiar, M. A., and Attard Tonna, M. (2015). School-based Mentoring in Initial Teacher Education: The exploratory phase. Msida: Faculty of Education, University of Malta. https://www.um.e-du.mt/library/oar/bitstream/123456789/28080/1/School-based_mentoring_in_initial_t-eacher_education.pdf
BusinessTech, (2018). Here’s how many South African schools don’t have the internet or a computer lab – and what it will cost to fix the problem. Staff writer, 18 July 2018. Available from https://busine-sstech.co.za/news/internet/259171/heres-how-many-south-african-schoo-ls-dont-have-the-internet-or-a-computer-lab-and-what-it-will-cost-to-fix-the-problem/
Charron, K., Kalbarczyk, A., Martin, N. A., Combs, E. A., Ward, M., and Leontsini, E. (2019). Building Blocks of Global Health Mentorship: Motivation, Expectations, and Institutional Support. Annals of Global Health, 85(1): 1–9. doi:10.5334/aogh.1537.
Creswell, J. W. (2015). 30 Essential Skills for the Qualitative Researcher. Thousand Oaks, CA: SAGE.)
Creswell, J. W., and Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches” (4th ed.). Thousand Oaks, CA: SAGE.
Department of Basic Education (DoBE) (2016). Revised five-year strategic plan, 2015/16–2019/20. March 2016, Pretoria. Available from: https://www.education.gov.za/Portals/0/Documents/Re-ports/Revised%20DBE%20Strategic%20Plan%20March%202016.pdf?ver=2016-03-31-122004-950
Department of Higher Education and Training (DHET), (2015). National Qualifications Framework Act (67/2008): Revised policy on the minimum requirements for teacher education qualifications. Government Gazette, 596(38487), February 2015. Pretoria: Government Printers.
Du Plessis, E. (2013). Mentorship challenges in the teaching practice of distance learning students. The Independent Journal of Teaching and Learning, 8(1), 29–43.
Dlengezele, A. N. (2020). The role of mentor-teachers in supporting student-teachers. Magister Educationis in the Faculty of Education, University of Pretoria, South Africa.
Feiman-Nemser, S. (1998). Teachers as Teacher Educators. European Journal of Teacher Education, 21 (1), 63-74, DOI: 10.1080/0261976980210107
Frick, L., Carl, A. and Beets, P. (2010). Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30, 421–437.
Fuentes-Abeledo, E., González-Sanmamed, M., Muñoz-Carril, P., and Veiga-Rio, E. (2020): Teacher training and learning to teach: an analysis of tasks in the practicum. European Journal of Teacher Education, https://doi.org/10.1080/02619768.2020.1748595
Greiman, B., Torres, R., Burris, S., and Kitchel, T. (2007). Beginning Teachers’ Perceptions of In-School and In-Profession Mentoring Relationships. Career and Technical Education Research, 32(1), 23–44.
Hair, J., Black, W., Babin, B., and Anderson, R. (2010). Multilevel data analysis: a global perspective. New York: Pearson.
Hudson, P. (2004). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27 (2), 139-146.
Hudson, P. (2009). Mentoring pre-service teachers in primary mathematics. The International Journal of Learning, 16(4), 119–132.
Hudson, P., Skamp, K., and Brooks, L. (2005). Development of an Instrument: Mentoring for Effective Primary Science. Science Education, 89(4), 657–674.
Hugo, A. (2018). Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa. African Journal of Teacher Education, 7(2), 1–16.
Kram, K. (1983). Phases of the Mentor Relationship. Academy of Management, 26(4), 608–625.
Kram, K. E. (1985). Mentoring at Work. Glenview, IL: Scott, Foresman.
Maddux, J. (2002). Self-efficacy: The power of believing you can. In C. Snyder and S. Lopez (Eds.), Handbook of Positive Psychology (pp. 277–287). New York: Oxford University Press.
Martins, M., Costa, J., and Onofre, M. (2015). Practicum experiences as sources of pre-service teachers’ self-efficacy. European Journal of Teacher Education, 38(2), 263–279, DOI: 10.1080/026-19768.2014.968705
Matiwane, Z. (2019). Public schools to go digital within six years: Cyril Ramaphosa. Times Live, 07 February 2019. Available from https://www.timeslive.co.za/politics/2019-02-07-public-schools-to-go-digital-within-six-years-cyril-ramaphosa/
McLeod, D. (2019). Ramaphosa’s remarkably tech-focused Sona: what he said about ICT. Tech Central, 07 February 2019. Available from https://techcentral.co.za/ramaphosas-remarkably-tech-focused-sona-what-he-said-about-ict/87282/
Miles, S. (2008). Make or break: The importance of good mentorship. British Journal of Midwifery, 16(11), 704-711.
Modipane, M. C., and Kibirige, I. (2015). Experiences of teaching practice at the University of Limpopo: Possibilities for curriculum improvement. South African Journal of Higher Education, 29(2), 202–217.
Moosa, M., and Rembach, L. (2018). Voices from the classroom: Pre-service teachers’ interactions with supervising teachers. Perspectives in Education, 36(1), 1–13.
Moosa, M., and Rembach, L. (2020). Encounters with mentor teachers: first-year students’ experiences on teaching practice, Mentoring & Tutoring: Partnership in Learning, 28(5), 536–555, DOI: 10.1080/13611267.2020.1859326
Ngibe, N. C. P., Pylman, J., Mammen, K. J., and Adu, E. O. (2019). Turning Pre-service School Experience Challenges into Strengths. Journal of Human Ecology, 66(1–3), 33–44.
Niklasson, L. (2018). Mentors in Initial Teacher Education - Initiatives for Professional Development. Journal of Arts & Humanities, 7(8), 11–22.
Pallant, J. (2007). SPSS Survival Manual: A step by step guide to data analysis using SPSS for Windows (3rd edition). Maidenhead: Open University Press.
Pandee, M., Tepsuriwong, S., and Darasawang, P. (2020). The dynamic state of pre-service teachers’ self-efficacy: A critical incident study in Thailand. Issues in Educational Research, 30(4), 1442–1462. http://www.iier.org.au/iier30/pandee.pdf
Petrovska, S., Sivevska, D., Popeska, B., and Runcheva, J. (2018). Mentoring in teaching profession. International Journal of Cognitive Research in Science Engineering and Education, 6(2), 47–56.
Ploj Virtič, M., Du Plessis, A., and Šorgo, A. (2021). In the search for the ideal mentor by applying the Mentoring for effective teaching practice instrument. European Journal of Teacher Education, 1-10.
Ragins, B. R., and Kram, K. E. (2007). The Roots and Meaning of Mentoring. In B. R. Ragins and K. E. Kram (eds.), The Handbook of Mentoring at Work: Theory, Research, and Practice (3–16). California: SAGE.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press.
Sekaran, U. (2003). Research Methods for Business: A skills approach. New Jersey: John Wiley & Sons
Sokhulu, L. H. (2018). Exploring pre-service teachers’ experiences of mentoring during teaching practice. Master of Education in the School of Education, Curriculum Studies Discipline Faculty of Education University of KwaZulu-Natal, South Africa.
Tacq, J. (1997). Multivariate Analysis Techniques in Social Science Research – From problem to analysis. London: Sage.
Valenčič Zuljan, V. and Marentič Požarnik, B. (2007). A mentor’s aid in developing the competences of teacher trainees. Educational Studies, 33(4), 373–384.
Valenčič Zuljan, V. and Marentič Požarnik, B. (2014). Induction and Early-career Support of Teachers in Europe. European Journal of Education, 49(2), 192–205. https://doi.org/10.1111/ejed.12080
Vršnik Perše, T., Ivanuš Grmek, M., Bratina, T., and Košir, K. (2015). Students’ Satisfaction with Teaching Practice during Pre-service Teacher Education. Croatian Journal of Education, 17, Sp. Ed. No. 2, 159–174.
Welch, A., Willis, J., and Beutel, D. (2013). Through the eyes of the mentor: framing expectations within pre-service teacher and mentor relationships. The Australian Teacher Education Association, 1–7.
Wexler, L. J. (2020). ‘I would be a completely different teacher if I had been with a different mentor’: Ways in which educative mentoring matters as novices learn to teach. Professional Development in Education, 46(2), 211–228, DOI: 10.1080/19415257.2019.1573375
Yuan, E. U. (2016). “The dark side of mentoring on pre-service language teachers’ identity formation. Teaching and Teacher Education, 55, 88–197.
Zeichner, K. (1980). Myths and Realities: Field-based Experiences in Preservice Teacher Education. Journal of Teacher Education, 31(6), 45–55.
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2022-12-05
Kako citirati
du Plessis A., & Ismail B. (2022). Podiplomski certifikat iz izobraževanja (PGCE) – izkušnja študentov z mentorstvom. Revija Za Elementarno izobraževanje, 15(4), 447-473. https://doi.org/10.18690/rei.15.4.447-473.2022
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