E-mentoring as a platform for the development of novice teacher competencies at a rural school in the Western Cape

Abstract

The focus of this study was to investigate the potential of an e-platform to mentor novice teachers in a rural school in the Western Cape. The premise of this study was that the Western Cape Education Department had no formal e-mentoring programmes in its basket of CPD programmes that specifically addresses the professional isolation of rural-based novice teachers. The problem was investigated by means of a literature review and empirical investigation, using a mixed method approach. The study had an explicit qualitative slant with a minor quantitative input. The findings of the study reveal that novice teachers’ initial competencies and skills can be improved through e-platform support. Novice teachers operate in an era of social media immersion and are willing to embrace virtually based support through social media. The study recommends that social media has the potential to build rural based novice teachers’ competencies and skills, as a standalone exercise or part of a blended learning experience. Furthermore, in time, e-mentoring could make a meaningful contribution to the development of rural based teachers, whether novice or experienced.