Abstract
Teaching Practice is a critical phase of teacher education that provides opportunities for student teachers to reflect on the development of their teaching philosophies and put them into action. Student teachers’ self-efficacy refers to their beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity. In the South African context, e-portfolios are increasingly being considered in teacher training programs to enable student teachers to reflect in, on and about practice in a structured way, whereby they demonstrate their growth and development as professionals. Good quality mentoring during teaching practice contributes to the development of critical professional skills of student teachers and ensures the best quality learning experiences for pupils. This paper is arranged as an ideas paper that seeks to explore how mentoring may enhance student teachers self-efficacy for e-portfolio development during teaching practice. A qualitative research design was adopted in gathering information used for this study. A literature review process was used as a data collection tool and this involved activities such as identifying, recording, understanding, meaning-making, and transmitting information pertinent to the enhancement of student teachers self-efficacy for e-portfolio development during teaching practice through mentoring. Findings revealed that good quality mentoring may enhance the student teachers’ self-efficacy for e-portfolio development and that e-portfolios are practical tools for self-directed, reflective and collaborative professional learning. Further findings show that formal mentoring programs are essential to meet student teachers professional learning needs. These findings will encourage mentor teachers to optimally assist student teachers to develop e-portfolios for their professional learning.
Author Information
Ratokelo Willie Thabane, Central University of Technology, South Africa
Paper Information
Conference: ACE2023
Stream: Professional Training
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Thabane R. (2024) Mentoring to Enhance Student Teachers’ Self-Efficacy for E-portfolio Development During Teaching Practice ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.123
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.123
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