The Effects and Implication of Mentoring for Beginning Teachers in the Philippines

2524 Words Nov 18th, 2010 11 Pages
Research Problem: The Effects and Implications of Mentoring for Beginning In-service teachers in Western Mindanao State University – Philippines Statement of the problem Teachers face many challenges during the first years of teaching, such as planning and implementing curriculum and instruction, conducting assessments, motivating students, managing student differences and behaviour, and generally feeling overwhelmed (Roehrig et.al. 2006). They are being asked to teach technological and analytical skills to students from a broad range of backgrounds, prepare them to read and write scholarly, to think critically, and to apply their knowledge to solving real-world problems. In other words, the skills teachers need to develop are both …show more content…
Moreover, Ngunjiri (2010) explicitly emphasized that auto-ethnography is distinctive from other research because it is self-focused and context-conscious. The researcher is at the centre of the investigation as a “subject” (the researcher who performs the investigation) and an “object” (a participant who is investigated). Auto-ethnographic data provide the researcher a window through which the external world is understood. Although the blurred distinction between the researcher-participant relationship has become the source of criticism challenging the scientific credibility of the methodology (Anderson, 2006), access to sensitive issues and inner-most thoughts makes this research method a powerful and unique tool for individual and social understanding (Ellis, 2009).
Lastly, auto-ethnography is context-conscious, which means it intends to connect self with others, self with the social, and self with the context (Wolcott, 2004). The focus on self does not necessarily mean “self in a vacuum.” A variety of others, “others of similarity” (those with similar values and experiences to self), “others of difference” (those with different values and experiences from self), and “others of opposition” (those with values and experiences seemingly irreconcilable to self), are often present in stories about self (Chang, 2007). This multiplicity of others exist in the context where a self inhabits; therefore, collecting data about self ultimately
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