{"title":"Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning","authors":"C. Mahomed, Prakash Singh","doi":"10.15700/saje.v42n4a2101","DOIUrl":null,"url":null,"abstract":"Teacher training has long relied on experienced school mentors as role models for novice teachers. However, qualifications and experience alone cannot remain the prerequisites for teacher leadership in 21st century schools. How can experienced school mentors collegially mentor new teachers into leadership, without abrogating their responsibilities? In this article, a constructivist approach was explored to mentor new teachers into leadership with the focus on establishing symbiotic relationships based on the mutual continuous professional development (CPD) of experienced school mentors and novice teachers. A multi-faced approach to leadership is proposed. Data regarding the perceptions of 241 final-year student teachers of their mentors’ collegial leadership competencies were collected using a questionnaire. The findings indicate the positive perceptions that the student teachers had of their mentors’ collegial leadership competencies. In the study reported on here, the focus was on the perceived characteristics of experienced school mentors to assist student teachers with work-integrated learning. The findings provide insights into enhancing the interpersonal collegial competencies of experienced school mentors to improve the school-work-integrated knowledge of student teachers.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.15700/saje.v42n4a2101","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Teacher training has long relied on experienced school mentors as role models for novice teachers. However, qualifications and experience alone cannot remain the prerequisites for teacher leadership in 21st century schools. How can experienced school mentors collegially mentor new teachers into leadership, without abrogating their responsibilities? In this article, a constructivist approach was explored to mentor new teachers into leadership with the focus on establishing symbiotic relationships based on the mutual continuous professional development (CPD) of experienced school mentors and novice teachers. A multi-faced approach to leadership is proposed. Data regarding the perceptions of 241 final-year student teachers of their mentors’ collegial leadership competencies were collected using a questionnaire. The findings indicate the positive perceptions that the student teachers had of their mentors’ collegial leadership competencies. In the study reported on here, the focus was on the perceived characteristics of experienced school mentors to assist student teachers with work-integrated learning. The findings provide insights into enhancing the interpersonal collegial competencies of experienced school mentors to improve the school-work-integrated knowledge of student teachers.
期刊介绍:
The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.