The role of the teacher as mentor in the partnership model in schools in the Windhoek area select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

DSpace Repository

Show simple item record

dc.contributor.author O'Connor, Tulip E. en_US
dc.date.accessioned 2014-02-07T14:07:56Z
dc.date.available 2014-02-07T14:07:56Z
dc.date.issued 2005 en_US
dc.identifier.uri http://hdl.handle.net/11070/328
dc.description.abstract Abstract provided by author en_US
dc.description.abstract The Basic Education Teachers' Diploma (BETD) is a teacher training programme offered at the four colleges of education in Namibia. One of the major goals of the programme is to facilitate reflective practice in pre- and in-service teachers, who are or will be teaching in grades one to ten en_US
dc.description.abstract One of the components that specifically aim at the practical development of reflective practitioners is the School-Based Studies (SBS) component of the programme en_US
dc.description.abstract As stated in the BETD Broad Curriculum (MHEVTST, 1998) the structure of SBS includes mentor teachers, teacher educators, student teachers, advisory teachers and education officers en_US
dc.description.abstract The mentor teachers who are based at the partner schools play a very prominent role in supporting and guiding the student teacher during SBS en_US
dc.description.abstract This study investigated the implementation of the SBS component in eleven schools in Windhoek, in Geography as a subject en_US
dc.description.abstract Eleven mentors, twenty-one student teachers and two teacher educators were visited. They were observed and interviewed on co-planning, lesson presentations and post-lesson presentation discussions. The findings indicated that most of the SBS activities were not implemented as stated in the Broad Curriculum. Various reasons for this are highlighted in the research paper en_US
dc.description.abstract It is concluded that student teachers do not receive the necessary support and guidance from mentor teachers to become reflective practitioners and thereby effective future teachers. en_US
dc.description.abstract en_US
dc.format.extent ix, 113 leaves en_US
dc.language.iso eng en_US
dc.subject Mentoring in Education en_US
dc.subject Educators en_US
dc.subject Class size en_US
dc.title The role of the teacher as mentor in the partnership model in schools in the Windhoek area en_US
dc.type Thesis en_US
dc.identifier.isis F004-20060710 en_US
dc.description.degree Windhoek en_US
dc.description.degree Namibia en_US
dc.description.degree University of Namibia en_US
dc.description.degree Thesis (Master of Education) en_US
dc.masterFileNumber 3195 en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record