Mentoring as a continuous professional development (CPD) among secondary school novice english language teachers : a case study /
The main purpose of this study is to explore the current practice of mentoring to facilitate Continuous Professional Development (CPD) among novice English language teachers of selected secondary schools in Khulna District in Bangladesh. It intends to understand the perspectives of the informants to...
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| Format: | Thesis |
| Language: | English |
| Published: |
Gombak, Selangor :
Kulliyyah of Education, International Islamic University Malaysia,
2016
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | The main purpose of this study is to explore the current practice of mentoring to facilitate Continuous Professional Development (CPD) among novice English language teachers of selected secondary schools in Khulna District in Bangladesh. It intends to understand the perspectives of the informants to plan and execute mentoring for the CPD of novice English language teachers, their process of practicing mentoring in the school environment and their attempt in mentoring to support and facilitate novice English language teachers. Further, this study also explores the existing challenges they confront and the solution to overcome those challenges. Comparative multiple-case study design was applied to explore the current mentoring system that is practised by the district education officers, teacher trainers, school head teachers, senior teachers and novice English language teachers. The researcher adopted Worford's (2011) zone of proximal teacher development (ZPTD) theory as a guidance to conduct this study. A total of 12 informants were selected for this study through purposeful sampling. The instruments used to collect data were semi-structured interviews and non-participant observations. Two co-raters were selected to check the inter-rater reliability of the coding extracted from the discourse units of every interview transcription data row. The findings of this study confirm Worford's (2011) zone of proximal teacher development (ZPTD) theory. It indicates that novice English language teachers are required to have continuous assistance and guidance from their knowledgeable mentors. Frequent mentoring programme was their request to enhance their expertise. It was also noticed that mentoring was considered as a good and effective practice for supporting novice teachers in the secondary school context. Several barriers were found in terms of implementing mentoring by the mentors. Both mentors and novice teachers confronted various challenges to execute mentoring like financial and management issues and time limitation. To cope with those challenges, both mentors and novice teachers adopted several strategies such as having discussions, sharing problems with colleagues and seeking help from colleagues. These were the most preferred strategies adopted by both mentors and novice teachers. In addition, the researcher generate a more structured hypothesized mentoring model for the Continuous Professional Development (CPD) for novice English language teachers of Bangladesh. This model is seen as a landmark in ensuring that novice English language teachers are directed by authentic experience, aptitude and great behavior of mentors (Murabbis) for future teaching profession in Bangladesh. |
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| Physical Description: | xv, 348 leaves : ill. ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 264-279). |