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Title:ESL teachers’ perceptions of good mentoring practice in Senegal: An indigenous, postcolonial, and sociocultural analysis
Author(s):Gueye, Mor
Director of Research:Parsons, Marilyn
Doctoral Committee Chair(s):Parsons, Marilyn
Doctoral Committee Member(s):Davila, Liv T; Higgins , Christopher; Barro, Maimouna
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):teacher mentoring
language teacher education
teaching English
Senegal
ESL/EFL
indigenous framework
sociocultural perspectives to teacher education
Abstract:The focus of this dissertation is an analysis of how two pre-service mentor teachers described and practiced good mentoring. The mentor teachers were associated with the English language teacher education program at Cheikh Anta Diop University, Dakar, Senegal. The findings suggest that good mentoring practice required a complex set of skills and knowledge. The mentors’ emotional intelligence was significant to how they provided valuable support to mentees. They adopted a holistic approach to good mentoring drawn from indigenous knowledge and professional experiences related to the complexity of practice and the developmental process of becoming a good practitioner. The data were collected from two mentor teachers–Talla and Anne Marie. There are five sections to describe this research. The first one is a discussion of Talla’s perceptions of good mentoring practice using a metaphor he initiated. In the second section, I describe Anne Marie’s view of mentoring as a form of collaboration based on justice, compassion, leadership, and a process of negotiation. The third section presents the importance of interconnectedness and Talla’s developmental approach to mentoring. The fourth theme draws from Anne Marie’s case and addresses her view of mentoring as an example of professional ethics. The fifth theme draws from both cases and discusses their assessment of the lack of collaboration with the FASTEF teacher education program. To interpret my findings, I used three perspectives—indigenous, postcolonial, and sociocultural theories. From these perspectives, I argue that the teachers’ holistic approach to mentoring reflected principles of indigeneity; postcolonial writings provided a critical perspective related to teaching English in a postcolonial educational setting; and sociocultural theories provided a way to interpret the cultural, linguistic, and spiritual influences on the mentor teachers’ perspectives of good mentoring.
Issue Date:2020-12-02
Type:Thesis
URI:http://hdl.handle.net/2142/109410
Rights Information:Copyright 2020 Mor Gueye
Date Available in IDEALS:2021-03-05
Date Deposited:2020-12


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