Mentoring of Pre-Service Teachers: Pre-Service Teacher Mentoring

Mentoring of Pre-Service Teachers: Pre-Service Teacher Mentoring

Vimbi Petrus Mahlangu (University of South Africa, South Africa)
Copyright: © 2018 |Pages: 18
DOI: 10.4018/978-1-5225-4050-2.ch001
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Abstract

This chapter uses a qualitative research approach. It follows an interpretive constructionist paradigm. This approach emphasizes the idea that human knowledge is a human construct, and the chapter examines the world of lived experience from the point of view of pre-service teachers. Method used in collecting information was through literature review. The purpose of this chapter, therefore, is to argue for the mentoring of pre-service teachers. Topics covered are mentoring and professional development; teachers' rights and obligations; factors that discourage pre-service teachers to pursue teacher education; teacher recruitment strategies; teacher autonomy; as well as dealing with diversity and bullying in schools.
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Methods

Qualitative approach was used in compiling this chapter. Data for this chapter were collected using literature review. The chapter will be based on a social constructivist approach with the view that all knowledge and the meaningful reality is contingent upon human practices, being constructed in and out of interaction between human beings and their world and transmitted within the social context (Justus & Nangombe, 2016). Constructivism implies that hypothetico-deductive reasoning is a practice that all pre-service teachers must engage in when trying to understand the following topics: Mentoring and professional development; Teachers’ rights and obligations; Factors that discourage pre-service teachers to pursue teacher education; Teacher recruitment strategies; Teacher autonomy; as well as Dealing with diversity and bullying in schools. The scientific method and diagnostic reasoning have to be constructivist. Constructivism underpins many human interactions when dealing with and recognizing both the prior knowledge of pre-service teachers and the personal constructs of individual teachers in their training (Dennick, 2016). The following section will discuss mentoring and professional development of teachers in schools.

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