Beginner-onderwyseresse ervaring van mentorskap en induksie in Wes-Kaap

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dc.contributor.advisorJoorst, Jerome P.en_ZA
dc.contributor.author Adams, Theoen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2024-02-20T06:09:05Z
dc.date.accessioned2024-04-26T07:58:03Z
dc.date.available2024-02-20T06:09:05Z
dc.date.available2024-04-26T07:58:03Z
dc.date.issued2024-03
dc.descriptionThesis (MEd)--Stellenbosch University, 2024. en_ZA
dc.description.abstractENGLISH ABSTRACT: This study explored the experiences of novice teachers with induction and mentoring. A qualitative approach was used with data from semi-structured interviews. The study was conducted with participants working in primary schools under the control of the Western Cape Education Department. Participating teachers were purposefully selected based on specific criteria and a contribution to the enrichment of the research question. The New Teacher Induction (2020) regarding the induction of novice – teachers underpinned the study. An interpretative research perspective was used in the investigation. This approach focused on participants' experience and was the most appropriate for understanding their experience within their respective school settings. The data was analysed using Pierre Bourdieu, Tara Yosso and Stephen Ball's theories, bringing a dynamic view of the study findings. The most important finding was that novice teachers received minimal to no mentoring during their induction into the teaching profession. They crafted viable pathways for themselves to stay on track in their practical immersion into their school. Their search for growth opportunities and self-empowerment helped them navigate within the practice. Although the study was limited to only four novice teachers, the insights from the investigation can inform and motivate other novice teachers to successfully navigate their induction into the teaching profession if mentorship is unavailable in their schools.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie studie het die ervaring van beginner-onderwysers met induksie en mentorskap ondersoek. ʼn Kwalitatiewe benadering is benut met data vanuit semi-gestruktureerde onderhoude. Die studie is uitgevoer met deelnemers wat werksaam is in primêre skole onder beheer van die Wes-Kaapse Onderwysdepartement. Deelnemende opvoeders is doelbewus gekies op grond van bepaalde kriteria en hul moontlike bydrae ter verryking van die navorsingsvraag. Die Nuwe OnderwyserInduksie (2020) rakende die induksie van beginner-onderwysers vorm die basis van hierdie studie. ʼn Interpretatiewe navorsingperspektief is in die ondersoek benut. Hierdie benadering fokus op deelnemers se ervaring en is gekies as die mees toepaslike benadering om die deelnemers se ervaring binne hul onderskeie skoolomgewings te verstaan. Die data is finaal ontleed deur Pierre Bourdieu, Tara Yosso en Stephen Ball se teorieë te gebruik om ʼn dinamiese perspektief van die studiebevindinge uit te lig. Die belangrikste bevinding vanuit die studie was dat beginner-onderwysers vir hulself ʼn weg kon baan om op koers te bly tydens hulle praktiese toetrede tot die praktyk ten spyte daarvan dat hulle geen mentorskappe of induksie tydens toetrede ontvang het nie. Hul soeke na groeigeleenthede en selfbemagtiging het hulle ook binne die praktyk gehelp navigeer. Hoewel die studie beperk was tot slegs vier beginner-opvoeders, sal die insigte wat uit die ondersoek voortvloei ander belanghebbendes inlig en motiveer tot beter diens in skole en gemeenskappe.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentxi, 88 pages
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/130173
dc.language.isoaf
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshMainstreaming in education -- South Africa -- Western Capeen_ZA
dc.subject.lcshFirst year teachers -- Training ofen_ZA
dc.subject.lcshTeachers -- In-service trainingen_ZA
dc.subject.lcshMentoring in educationen_ZA
dc.subject.lcshTeacher orientationen_ZA
dc.subject.lcshLearningen_ZA
dc.subject.nameUCTD
dc.titleBeginner-onderwyseresse ervaring van mentorskap en induksie in Wes-Kaapaf_ZA
dc.typeThesisen_ZA
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