Mentoring as a quality assurance approach in the professional development of newly qualified teachers.

Item

Title
en Mentoring as a quality assurance approach in the professional development of newly qualified teachers.
Creator
Banja, Madalitso Khulupirika
Date
2018-09-07T10:24:20Z
Date Available
2018-09-07T10:24:20Z
Date Issued
2015
Abstract
en The primary goals of this paper are to elucidate the grounds for the institutionalisation of mentorship of newly qualified secondary school teachers in Zambia through policy formulation.. The article draws on a range of sources, both empirical and theoretical to review briefly the concept of mentorship in general. It proceeds to discuss the purposes of mentorship. It further explores the numerous challenges confronting newly qualified teachers in Zambia as well as the benefits of mentoring newly qualified teachers. The paper concludes by advocating for training in mentorship and suggests specific strategies to help newly qualified teachers achieve effectiveness and competence and improve learner outcomes; and argues that mentorship should interest policy makers, teacher educators, teachers, newly qualified teachers, school administrators and anyone else with an interest in improving the quality and effectiveness of the school teacher.
Identifier
en Banja, M.K.(2015). Mentoring as a Quality Assurance Approach in the Professional Development of Newly Qualified Teachers. In: B. Popoola et al.(Eds.). Education Today: Imperatives of Quality Assurance. pp. 41-49. Ile-Ife: Obafemi Awolowo University Press
978-136-465-3
uri
http://dspace.unza.zm/handle/123456789/5373
Language
en en
Publisher
en Obafemi Awolowo University Press
Subject
en Mentoring.
Strategies.
Newly qualified teachers.
Quality assurance.
Type
en Book chapter
Item sets
The University of Zambia Collections