Resumo

SMIT, Tanya  e  DU TOIT, Pieter H. Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses. S. Afr. j. educ. [online]. 2021, vol.41, n.2, pp.1-13. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v41n2a2010.

During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers.

Palavras-chave : mentor teachers; mentoring; pre-service teacher mentoring; self-regulated professionalism; short course curriculum development; work integrated learning.

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