Mentoring as a quality assurance approach in the professional development of newly qualified teachers.

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Banja, Madalitso Khulupirika
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Obafemi Awolowo University Press
The primary goals of this paper are to elucidate the grounds for the institutionalisation of mentorship of newly qualified secondary school teachers in Zambia through policy formulation.. The article draws on a range of sources, both empirical and theoretical to review briefly the concept of mentorship in general. It proceeds to discuss the purposes of mentorship. It further explores the numerous challenges confronting newly qualified teachers in Zambia as well as the benefits of mentoring newly qualified teachers. The paper concludes by advocating for training in mentorship and suggests specific strategies to help newly qualified teachers achieve effectiveness and competence and improve learner outcomes; and argues that mentorship should interest policy makers, teacher educators, teachers, newly qualified teachers, school administrators and anyone else with an interest in improving the quality and effectiveness of the school teacher.
Mentoring. Strategies. Newly qualified teachers. Quality assurance.
Banja, M.K.(2015). Mentoring as a Quality Assurance Approach in the Professional Development of Newly Qualified Teachers. In: B. Popoola et al.(Eds.). Education Today: Imperatives of Quality Assurance. pp. 41-49. Ile-Ife: Obafemi Awolowo University Press