Mudzielwana, N. P.Litshani, N. F.Maake, Mmamodimo2019-10-082019-10-082019-09-20Maake, Mmamodimo (2018) The effect of mentoring as a strategy for teacher professional development in Mopani District, Limpopo Province. University of Venda, South Africa.<http://hdl.handle.net/11602/1437>.http://hdl.handle.net/11602/1437DEd (Educational Management)Department of Educational ManagementThe aim of this study was to explore the effect of mentoring as a strategy for teacher professional development. The study was underpinned by Vygotsky, Piaget and Bandura socio-cultural theories. The study is anchored on the interpretivist or constructivist paradigm to enable the investigator to deconstruct the realities of the experiences of practicing teachers during the mentoring process. The qualitative research approach was adopted in the study. The population comprised all teachers at six (6) selected high schools in the Thabina Cluster schools. Purposeful sampling method was employed to select 12 teachers that participated in the study. Qualitative data was generated through face-to-face interviews, observations and document analysis. Data was analysed thematically. The study established that teachers value and acknowledge the importance of mentoring as a strategy for teacher professional development. There is also a need for mentoring to be conducted with new teachers to offer them opportunities for professional growth. The study recommendations are that the Department of Education should develop and regularly implement mentoring programmes to enhance the competency of teachers.1 online resource (xv, 234 leaves)enUniversity of VendaMentoringUCTDMentorProfessional developmentMenteeModellingProfessional growth371.1020968259Teachers -- South Africa -- LimpopoMentoring -- South Africa -- LimpopoMentoring in the professions -- South Africa -- LimpopoMentoring in education -- South Africa -- LimpopoProfessional education -- South Africa -- LimpopoThesisMaake M. The effect of mentoring as a strategy for teacher professional development in Mopani District, Limpopo Province. []. , 2019 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1437Maake, M. (2019). <i>The effect of mentoring as a strategy for teacher professional development in Mopani District, Limpopo Province</i>. (). . Retrieved from http://hdl.handle.net/11602/1437Maake, Mmamodimo. <i>"The effect of mentoring as a strategy for teacher professional development in Mopani District, Limpopo Province."</i> ., , 2019. http://hdl.handle.net/11602/1437TY - Thesis AU - Maake, Mmamodimo AB - The aim of this study was to explore the effect of mentoring as a strategy for teacher professional development. The study was underpinned by Vygotsky, Piaget and Bandura socio-cultural theories. The study is anchored on the interpretivist or constructivist paradigm to enable the investigator to deconstruct the realities of the experiences of practicing teachers during the mentoring process. The qualitative research approach was adopted in the study. The population comprised all teachers at six (6) selected high schools in the Thabina Cluster schools. Purposeful sampling method was employed to select 12 teachers that participated in the study. Qualitative data was generated through face-to-face interviews, observations and document analysis. Data was analysed thematically. The study established that teachers value and acknowledge the importance of mentoring as a strategy for teacher professional development. There is also a need for mentoring to be conducted with new teachers to offer them opportunities for professional growth. The study recommendations are that the Department of Education should develop and regularly implement mentoring programmes to enhance the competency of teachers. DA - 2019-09-20 DB - ResearchSpace DP - Univen KW - Mentoring KW - Mentor KW - Professional development KW - Mentee KW - Modelling KW - Professional growth LK - https://univendspace.univen.ac.za PY - 2019 T1 - The effect of mentoring as a strategy for teacher professional development in Mopani District, Limpopo Province TI - The effect of mentoring as a strategy for teacher professional development in Mopani District, Limpopo Province UR - http://hdl.handle.net/11602/1437 ER -