Mentoring as a professional development for mathematical literacy teachers in the Greater Taung area

• Main Author: Owusu-Mensah, James
• Other Authors: Mogari, L. D.
• Format: Others
• Language: en
• Published: 2013
• Subjects: Mathematical literacy; Mentoring; Professional development; Content and pedagogical knowledge; 370.7155; Mentoring in education > South Africa > Taung (North-West); Mathematics teachers > In-service training > South Africa > Taung (North-West); Career development > South Africa > Taung (North-West); Mathematics > Study and teaching > South Africa > Taung (North-West)
• Online Access: http://hdl.handle.net/10500/9479

The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. === Mathematics Education === Ph. D. (Mathematics Education)