Peer mentoring using teachers' own research findings [PowerPoint presentation]

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dc.contributor.authorRamroopsingh, Mitra
dc.date.accessioned2013-06-24T20:26:25Z
dc.date.available2013-06-24T20:26:25Z
dc.date.issued2013-06-24
dc.descriptionPaper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and Tobagoen_US
dc.description.abstractRecognizing 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 discusseden_US
dc.identifier.urihttps://hdl.handle.net/2139/15711
dc.language.isoenen_US
dc.subjectPeer mentoringen_US
dc.subjectMentoringen_US
dc.subjectProfessional developmenten_US
dc.subjectSecondary school teachersen_US
dc.subjectAction researchen_US
dc.subjectConference papersen_US
dc.subjectTrinidad and Tobagoen_US
dc.titlePeer mentoring using teachers' own research findings [PowerPoint presentation]en_US
dc.typePresentationen_US

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2013 UWI Schools of Education Biennial Conference