The role of the teacher as mentor in the partnership model in schools in the Windhoek area
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Date
2005
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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
One of the components that specifically aim at the practical development of reflective practitioners is the School-Based Studies (SBS) component of the programme
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
The mentor teachers who are based at the partner schools play a very prominent role in supporting and guiding the student teacher during SBS
This study investigated the implementation of the SBS component in eleven schools in Windhoek, in Geography as a subject
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
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.
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
One of the components that specifically aim at the practical development of reflective practitioners is the School-Based Studies (SBS) component of the programme
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
The mentor teachers who are based at the partner schools play a very prominent role in supporting and guiding the student teacher during SBS
This study investigated the implementation of the SBS component in eleven schools in Windhoek, in Geography as a subject
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
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.
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Keywords
Mentoring in Education, Educators, Class size