"我在,因为我们在":从乌班图视角看新手教师的指导支持需求

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Christy Jean Kotze
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引用次数: 0

摘要

目的 几十年来,学者们一直在敲响新手教师流失危机的警钟。由于缺乏有经验的教师,南非即将面临一场教育灾难。无论在全球还是在南非,新手教师的流失率都很高,刚进入课堂的教师常常感到孤立无援。作者从乌班图哲学 "我在,因为我们在 "的理论视角出发,回顾了有关新手教师指导支持需求的文献和新发现,该哲学强调了相互联系和社区的重要性。本研究采用半结构式访谈,旨在从乌班图的视角探讨新手教师的指导需求。研究结果新手教师表示,在其职业生涯的初期,面对复杂的教学工作感到不知所措,并表示希望得到知识渊博的 "长者 "教师的正式指导。本文认为,在指导过程中重视 "乌班图 "的称职的指导者可以为新教师提供合作、尊重、同情和支持,从而使他们留在教师队伍中。本文进一步探讨了以乌班图为导向的指导计划的潜在益处,以正式确定对新手的指导。此外,本文还从乌班图原则出发,探讨了学校微型社区对新手教师的支持。原创性/价值虽然关于指导新手教师的研究层出不穷,但从非洲化乌班图视角出发的文献却很少。也许现在是时候为我们的非洲问题寻找非洲的解决方案了。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“I am because we are”: novice teacher mentoring support needs from an Ubuntu perspective

Purpose

Scholars have been sounding the alarm of novice teacher turnover crises for decades. South Africa is soon to be facing an educational catastrophe because of a shortage of experienced teachers. Globally and in South Africa, novice teacher attrition is high, and teachers entering the classroom often described feeling isolated and unsupported.

Design/methodology/approach

This qualitative study was underpinned by an interpretative phenomenology approach. The author reviewed the literature and newly emerged findings of novice teacher mentoring support needs through the theoretical lens of the Ubuntu philosophy “I am because we are” which emphasises the importance of interconnectedness and community. Using semi-structured interviews, this study aimed to explore novice teacher mentoring needs from an Ubuntu perspective.

Findings

Novice teachers report feeling overwhelmed with the complexities of teaching in their early careers and express the desire to be formally mentored by a knowledgeable “elder” teacher. This paper argues that a competent mentor who values Ubuntu in their mentoring could offer collaboration, respect, compassion and support to novices that may keep them in the profession. This paper further explores the potential benefit of a prescribed Ubuntu-orientated mentoring programme to formalise mentoring for novices. In addition, it explores the school micro-community from the Ubuntu principles to support novices.

Originality/value

While there is a plethora of studies about mentoring novice teachers, literature from an Africanised Ubuntu perspective is scarce. Perhaps the time has come to find African solutions to our African problems.

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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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