Assessing teaching capacity of novice teachers through mentoring in primary schools.
| dc.contributor.advisor | Ganqa, N.H | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Mthi,Tanduxolo Nicholas | en |
| dc.date.accessioned | 2026-08-19T00:43:29Z | |
| dc.date.available | 2026-08-19T00:43:29Z | |
| dc.date.issued | 2019 | en |
| dc.description.abstract | The quality of teacher education seems to have become a crucial point of debate worldwide. However, teaching seems to be one of the careers without a recognised apprenticeship. Therefore, mentoring has been seen as an appropriate way for experienced teachers to guide, assist, coach and motivate teachers in their teaching capacity. Teaching capacity is described as having a broad content which can be related to quality teaching, teacher effectiveness and teacher behaviour in the classroom or in the school. The lens with which the study was viewed was through Lave and Wenger’s (1998) theory, Community of Practice (CoP). Community of Practice is defined as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determining solutions and building innovations. The study used mixed methods and concurrent triangulation design in sampling 60 participants for quantitative data and 6 participants for qualitative data. The unit of analysis were novice teachers who were randomly and purposively selected. Data gathering methods included questionnaires, classroom observations and document analysis. The focus was on the primary schools, Foundation Phase (FP) novice teachers. The findings revealed utilisation of different mentoring approaches such as one on one; Foundation Phase Team and school- based mentoring. Although the study reveals that the work of the mentor teachers and novice teachers has evolved to include Learning Teams to improve the teaching capacity of teachers; some mentoring approaches were less effective. The study suggests, therefore, that schoolbased and district-based mentoring programmes to be formally organised as part of developing novice teachers’ teaching capacity. | en |
| dc.format | 145 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Mthi,Tanduxolo Nicholas. 2019 | en |
| dc.identifier.other | vital:40732 | en |
| dc.identifier.other | http://hdl.handle.net/10353/16566 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4873 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty OF Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Mentoring in education Teachers -- In-service training | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Mentoring in education | en |
| dc.subject | Teachers -- In-service training | en |
| dc.title | Assessing teaching capacity of novice teachers through mentoring in primary schools. | en |
| dc.title.alternative | Assessing teaching capacity of novice teachers through mentoring in primary schools. | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | MEd | en |