Mentoring practices in a teaching school

Abstract : The focus of this study was to contribute to the growing body of knowledge being developed on the mentoring practices at a university-affiliated teaching school in Johannesburg through an in-depth investigation into the mentoring practices of one mentor teacher. The study was guided by a main research question that centered on how the concerned teacher conceives of her mentoring encounters (including practices and processes) with student teachers in a teaching school. I focused on her own conceptualisation of her role, the nature of the mentoring relationship/s between her and the student teachers and the factors which influence her practices. Using a qualitative case study design, I gathered data including methods such as video recordings of mentoring encounters, document analysis and an interview. The key findings of this study was that mentoring to student teachers in a teaching school is multidimensional and evolving, with the mentor teacher fulfilling both a generalised and subject specific role. Additionally I found that the mentoring relationship with student teachers is characterised by dialogue, encouragement, mutual cooperation and developing trust which are the basis on which a community of practice is being built. The study also revealed that in the transition from knowledgeable teacher to teacher educator, the mentor teacher continues to encounter challenges in helping student teachers to integrate university coursework with classroom practice.M.Ed. (Childhood Education