Effectiveness of a Structured Mentoring Programme on Autonomous Self-regulation of Beginning TeachersMdm Toh Gim Hoon and Mrs Sandy TanNanyang Girls’ High School
This research was about setting up a process for a structured mentoring programme which includes a system of needs assessment, lesson observation cycles and regular contact logs. Within this set-up, the research aimed to develop greater autonomy in six beginning teachers through questioning techniques in pre and post lesson conferences. The primary objective of this mentoring programme was to help the Beginning Teacher to think things through for themselves. All questionnaires and surveys used were bilingual to meet the needs of the teacher participants. Both the quantitative and qualitative findings showed that an effective structured mentoring programme helped the six participating beginning teachers to reflect systematically and regularly. The questioning techniques provided the beginning teachers with tools to effectively plan their own lessons. The qualitative finding was used to triangulate the quantitative data that all six beginning teachers benefitted from going through the structured mentoring programme. One possible future research area is on the building of teaching and learning communities where future mentoring can transcend physical boundaries of schools and countries with the use of technology.
Strand: Teachers’ Professional Development
Keywords: Structured Mentoring Programme, Autonomous Self-Regulation, Beginning Teacher
Target Audience:Beginning Teacher, Mentor

Slides for Mass Session 2:

Question template and survey: