To mentor and be mentored in Grade R

Abstract

Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both nternational and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice.