Constructivist Mentor: Influence of Mentor Teachers on Mentees
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Benjamin Damoah [1] ; Xolani Khalo [1]
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[1] University of Fort Hare
University of Fort Hare
Nkonkobe, Sudáfrica
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- Localización: JETT, ISSN-e 1989-9572, Vol. 15, Vol. 1, 2024, págs. 62-71
- Idioma: inglés
- Enlaces
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Resumen
The importance of mentor teachers in assisting preservice teachers in their transition into the teaching profession has increased significantly over time. Mentor teachers' practical experience in the classroom is highly valued as it complements the theoretical knowledge that trainees acquire. This paper discusses the constructivism theory and Hudson's five-factor model, which includes personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The paper explores the role of mentor teachers, the characteristics of constructivist mentors, challenges that mentors face, and ways to improve mentorship to develop preservice teachers' professional competencies during their teaching practice. The recommended strategies include classroom observation, professional learning communities, reflection, technology integration, and field experience, among others. Constructivist theory is a valuable addition to field experience models as it enables mentors to build on the mentee's previous knowledge to assist in their acquisition of the necessary knowledge and skills to teach.
