Title page for ETD etd-08132012-123829


Document Type Master's Dissertation
Author De Jager, Tanya
URN etd-08132012-123829
Document Title Professional development of beginner teachers : an action research approach to mentoring
Degree MEd
Department Curriculum Studies
Supervisor
Advisor Name Title
Dr P H du Toit Supervisor
Keywords
  • whole brain learning
  • action research
  • professional development
  • mentoring
Date 2012-04-18
Availability unrestricted
Abstract
This research investigates the use of action research and Whole Brain Teaching© for beginner teachers’ professional development through the use of peer mentoring. Five beginner teachers formed part of a peer mentoring group. Whole brain learning and action research provided the theoretical framework for the informal mentoring project. It was used as content for professional learning and as core theories for the research design. Action research principles were applied by the mentor and the participants. In the first instance action research was used by the beginner teachers to consider their own teaching practice, while Whole Brain Teaching© was implemented as an innovative idea to consider its effect on whole brain learning and classroom management. The mentees were empowered to transform their teaching practice by implementing the principles of whole brain learning as a means to acting out the role of facilitator; and to take responsibility for developing scholarship of teaching as it is aligned with the role of scholar and lifelong learning.

The practical mentoring sessions with the beginner teachers and the effect of the programme were evaluated both quantitatively and qualitatively. As part of collecting quantitative data, the Hermann Whole Brain Instrument (HBDI) was used. The instrument was used to determine the learning styles of the peer mentor and the mentees. The brain profiles were used as baseline data. Qualitative data were collected during and after the five mentoring sessions conducted over a period of two months. It included feedback questionnaires, observations and video en photographic evidence. The findings indicate that the peer mentoring programme contributed successfully to the professional development of the beginner teachers.

Copyright © 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.

Please cite as follows:

De Jager, T 2011, Professional development of beginner teachers : an action research approach to mentoring, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-08132012-123829 / >

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