Effects of E-mentoring on Mathematics Interns in Teacher Education in Ghana

Simple item page
dc.contributor.authorNyala, I.J
dc.date.accessioned2019-06-20T16:49:43Z
dc.date.available2019-06-20T16:49:43Z
dc.date.issued2012-03
dc.descriptionA Thesis Submitted to the School of Postgraduate Studies, University of Lagosen_US
dc.description.abstractEducation is a major tool for national socio-economic development and for individual socio-economic empowerment and poverty reduction (Ibidapo-Obe, 2007). The educational system is vital, because it produces the personnel that are required to function in various facets of national life and development process. However, a major challenge for the educational system in Africa is the production of qualified teachers to teach at various levels of the educational system in sufficient numbers. This situation has arisen as a result of a combination of factors including non combination of theory and practice in the training of pre-service teachers, inadequate initial preparation for incoming teachers into the field, lack of in-service training programmes for the already existing teachers and relatively low remuneration and recognition for teachers (Anamuah-Mensah, 2008). These have adverse effects on the quality of teachers produced for the Ghanaian educational institutions. In recognition of its core responsibilities for the production of quality teachers to teach at various levels of the educational system, the Teacher Training Institutions in Ghana over the years took steps to enhance the quality of its products through a Student Internship Programme which requires pre-service teachers to experience teaching under the guidance of a mentor. Unfortunately, the mentoring system is failing as it is not giving the type of support expected of mentors. There are alternate modes of mentoring that can enhance pre-service teachers’ professional abilities with adequate support from other professionals, other than face-to-face mentoring only. This study seeks to explore the effectiveness of such modes as the e-mentoring the blended and the face-to-face mentoring modes.en_US
dc.identifier.citationNyala, I.J (2012). Effects of E-mentoring on Mathematics Interns in Teacher Education in Ghana. A Thesis Submitted to University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation, 273pp.en_US
dc.identifier.other079037015
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/4220
dc.language.isoenen_US
dc.subjectPoverty reductionen_US
dc.subjectEducational Systemen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.subjectMentoringen_US
dc.subjectMathematicsen_US
dc.titleEffects of E-mentoring on Mathematics Interns in Teacher Education in Ghanaen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Effects of E-mentoring on Mathematics Interns in Teacher Education in Ghana.pdf
Size:
1.55 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Faculty of Education