Teacher learning and professional development in school-university partnership: How do mentors learn?

This study investigates teacher learning and professional development in school-university partnership in Myanmar. This study explores teacher learning and professional development through engaging in a school-university partnership through mentoring activity. Research studies have shown mentoring c...

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Published: 2022
Online Access:http://hdl.handle.net/10831/89994
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spelling edit-10831-899942023-07-10T23:06:35Z Teacher learning and professional development in school-university partnership: How do mentors learn? Thant Sin, Khin Khin This study investigates teacher learning and professional development in school-university partnership in Myanmar. This study explores teacher learning and professional development through engaging in a school-university partnership through mentoring activity. Research studies have shown mentoring can improve teachers' learning and professional development (Hargreaves & Fullan, 2000). A sequential explanatory mixed-methods design was applied in this study. Participants were 120 schoolteachers in the quantitative part while 4 participants were interviewed. This study aimed to answer how the impact of school-university partnership on teacher learning and professional development can be understood. To answer this research question, two groups of schoolteachers (mentor and non-mentors) and three groups of teachers based on communication level with student teachers were compared. The results showed that teachers who had mentoring experiences improved their professional skills and competencies more than non-mentor teachers mainly in the areas: pedagogical content knowledge, knowledge about learners' behaviours and characteristics and cross-curricular skills. Furthermore, teachers who had intensive communication with student teachers showed higher mean values in self-confidence, enjoyment in teaching and reflection on teaching practices and feeling like a responsible person in education. Findings from the qualitative part showed that teachers learned these skills and competencies through intensive collaborative activities such as discussing teaching and learning, guiding student teachers in their classroom management and planning a lesson and having a friendly conversation with them. Overall, this study confirms that engaging in school-university partnership through mentoring enhances mentors develop their self-confidence, and enjoyment in teaching as well as their professional knowledge and skills. 2022 info:eu-repo/semantics/article http://hdl.handle.net/10831/89994 doi:https://doi.org/10.1556/063.2022.00128 elte:33226421 elte:HERJ elte:HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ) elte:2022 elte:10089076 info:eu-repo/semantics/openAccess application/pdf LOMS: https://edit.elte.hu/xmlui/bitstream/10831/89994/1/33226421.pdf
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description This study investigates teacher learning and professional development in school-university partnership in Myanmar. This study explores teacher learning and professional development through engaging in a school-university partnership through mentoring activity. Research studies have shown mentoring can improve teachers' learning and professional development (Hargreaves & Fullan, 2000). A sequential explanatory mixed-methods design was applied in this study. Participants were 120 schoolteachers in the quantitative part while 4 participants were interviewed. This study aimed to answer how the impact of school-university partnership on teacher learning and professional development can be understood. To answer this research question, two groups of schoolteachers (mentor and non-mentors) and three groups of teachers based on communication level with student teachers were compared. The results showed that teachers who had mentoring experiences improved their professional skills and competencies more than non-mentor teachers mainly in the areas: pedagogical content knowledge, knowledge about learners' behaviours and characteristics and cross-curricular skills. Furthermore, teachers who had intensive communication with student teachers showed higher mean values in self-confidence, enjoyment in teaching and reflection on teaching practices and feeling like a responsible person in education. Findings from the qualitative part showed that teachers learned these skills and competencies through intensive collaborative activities such as discussing teaching and learning, guiding student teachers in their classroom management and planning a lesson and having a friendly conversation with them. Overall, this study confirms that engaging in school-university partnership through mentoring enhances mentors develop their self-confidence, and enjoyment in teaching as well as their professional knowledge and skills.
format Journal Article
physical application/pdf
author Thant Sin, Khin Khin
spellingShingle Thant Sin, Khin Khin
Teacher learning and professional development in school-university partnership: How do mentors learn?
author_facet Thant Sin, Khin Khin
title Teacher learning and professional development in school-university partnership: How do mentors learn?
title_short Teacher learning and professional development in school-university partnership: How do mentors learn?
title_full Teacher learning and professional development in school-university partnership: How do mentors learn?
title_fullStr Teacher learning and professional development in school-university partnership: How do mentors learn?
title_full_unstemmed Teacher learning and professional development in school-university partnership: How do mentors learn?
title_sort teacher learning and professional development in school-university partnership: how do mentors learn?
publishDate 2022
publishDateSort 2022
url http://hdl.handle.net/10831/89994
first_indexed 2023-07-10T23:06:35Z
last_indexed 2023-09-01T11:15:36Z
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score 13,372543