Peer mentoring using teachers' own research findings [PowerPoint presentation]
Date
2013-06-24
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Recognizing that B.Ed. and Dip.Ed. graduates can experience career stagnation if they are not afforded opportunities/avenues for continued professional development, this presentation sets out to explore involvement in ongoing professional pursuits, in their professional settings, as one such avenue. It examines one trained science teacher's experiences as a mentor overseeing the mentoring of a novice, untrained science teacher and her own professional development at an all-girl, board-assisted secondary school in the Victoria District, Trinidad. Data were collected through interviews and reflective journals. A model for establishing an effective mentoring programme was developed, which posits that three conditions must be in place: the players, learning, and needs considerations. The players involved engage in learning through reflection, enactment, and growth. The enablers and barriers to mentoring as identified by the mentor are also be discussed
Description
Paper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and Tobago
Table of Contents
Keywords
Peer mentoring, Mentoring, Professional development, Secondary school teachers, Action research, Conference papers, Trinidad and Tobago