Are School-Based Mentors Adequately Equipped to Fulfil Their Roles? A Case Study in Learning to Teach Accounting. Issue 4 (4th July 2019)

• Record Type: Journal Article
• Authors: dos Reis, Karen; Braund, Martin
• Is Part Of: Africa education review. Volume 16:Issue 4(2019)
• Page Start: 17
• Page End: 36
• Publication Date: 2019-07-04
• Subjects: mentors -- pre-service teachers -- accounting -- learning -- teaching; Education -- Periodicals; Education -- Africa -- Periodicals; 370.5
• DOI: 10.1080/18146627.2018.1460210
• Languages: English
• ISSNs: 1814-6627

Abstract

Abstract: This article reports on a study that explored how school-based teachers fulfilled their roles as mentors in response to challenges faced by pre-service teachers while learning to teach accounting. Pre-service teachers in their final year at a University of Technology in South Africa and practising teachers from six high schools participated in the study. Pre-service teachers e-mailed reflection journals on a weekly basis over a period of four months to the first author who is a teacher educator. Unstructured interviews were carried out with each pre-service teacher and their respective mentors. The results indicated that not all mentors assisted the pre-service teachers according to the expectations of their roles. Despite mentoring having the potential to enhance the preparation of pre-service teachers, in the cases studied it did not always yield positive results. It became clear that the cumulative nature of the accounting discipline requires a different type of mentoring from other disciplines. In fact, numerous factors revealed in the study influenced the failure and success of mentoring pre-service teachers. Many of these factors are ones over which the university has no control.