An investigation of beginning physical education teachers' experiences of mentoring: the case of Malta

Abela Craus, Tania (2017). An investigation of beginning physical education teachers' experiences of mentoring: the case of Malta. University of Birmingham. M.Sc.

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Abstract

Recently, there has been an increased interest in the benefits of mentoring as part of induction for newly qualified teachers (Chambers, et al., 2012). This study focuses on professional development opportunities, as well as the experiences of the induction and mentoring programmes for beginning Physical Education teachers in Malta. Data was collected through semi-structured interviews conducted with 13 newly qualified teachers working in state, and non-state primary and secondary schools. Findings from this study show that despite the number of professional development opportunities available, these rarely match the professional needs of teachers. Due to lack of relevance, much of the opportunities have minimal impact upon improved professional practice. Conversely, when teachers choose professional development opportunities in which they want to engage in out of their own volition, the impact on professional learning is enhanced. Findings further suggest that for mentoring system to be effective, the mentor needs to take the role of critical friend. Participants argued that this made it easier for them to confide and engage in fruitful discussion with their mentor. Data suggests that for an effective mentoring programme, the mentor should be teaching the same subject as the mentee and preferably teaching in the same school.

Type of Work:

Thesis (Masters by Research > M.Sc.)

Award Type:

Masters by Research > M.Sc.

Supervisor(s):