Browsing by Author "Sider, Steve"

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    A Novel Competency Framework for Effective Mentoring
    (2022-09) Ramkissoon, Bhima; Baichoo, Radha Rani; Bholoa, Ajeevsing; Sider, Steve
    PCF10 Sub-theme: Inspiring Innovations [POSTER] // Mentoring is important for learner success. Effective mentoring requires the acquisition of specific and adequate competencies (knowledge, skills and dispositions) for mentors to perform their roles towards their mentees in a confident, coherent and consistent manner. However, our experiences have shown the existence of skills gaps and divergent mentoring practices across schools in the Mauritian context. // To address the shortcomings, we designed and developed a novel competency framework for mentoring that is part of a micro-credential for online learning and as capacity building initiative. The framework seeks to bring a shift in the way mentoring is practiced in Mauritius, with focus on reciprocal learning. // The mentoring competency framework (MCF) consists of four professional domains underpinned by six key drivers, namely, research, rethink, respond, re-align, revisit and reflect, which we consider as critical elements to inform effective mentoring practices. This poster describes each domain of the MCF. The first domain, Professional Identity, focuses on a commitment of mentors to engage with theories on mentoring and reflection on mentoring practices. The second one, Professional Knowledge and Skills, lays emphasis on subject-specific competencies. The third and fourth domains are Professional Relationships and Dispositions which highlight the importance of collaboration, communication, problem-solving, values and ethics. // Paper ID 9197
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    Building Individual and Community Resilience through Open Education Resources for Health Literacy Education in sub-Saharan Africa
    (2022-09) Sider, Steve; Gatobu, Sospeter; Ogange, Betty
    PCF10 Sub-theme: Building Resilience // Health literacy is the ability of individuals to understand health information and to make informed health decisions. As part of a larger project, we completed a scoping review to consider the question “To what extent does teacher education in sub-Saharan Africa (SSA) currently include a focus on health literacy?” In this paper, we specifically address the question, “How might OER support teacher education in health literacy to support individual and community resilience in sub-Saharan Africa?” We examine the extent literature on health literacy, its relevance to teacher education and OER, and how OER can be used to support health literacy education in SSA. A discussion on the ways in which health literacy education in SSA can be fostered through governments and through other partnership is explored. // Paper ID 3675
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    Fostering Inclusion for Learners with Special Educational Needs through Teacher Education: Comparing Educators’ Experiences from Canada and Mauritius to Consider the Future of Inclusive Education
    (2022-09) Sider, Steve; Bholoa, Ajeevsing; Authelsingh, Deewakarsingh
    PCF10 Sub-theme: Building Resilience // The purpose of this study was to explore similarities and differences between special educator preparation in Ontario and in Mauritius through a comparative case study methodology. The cases are two practicing and experienced special educational needs (SEN) educators, one from each country, who are experts in special education teacher training programs in their respective country. Data were collected through semi-structured interviews and thematic analysis was used to analyse the qualitative data through deductive and inductive coding. Findings indicate major differences in teacher training opportunities, practicum aspects, and key challenges. On the other hand, limited technology integration and unsuccessful responses to Covid-19 disruption are similar features. Recommendations are provided including a call for increased efforts to develop and study emerging technologies to support special education training. The results of the study have implications for stakeholders and policy makers. // Paper ID 9824
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    Micro-Credentialing Mentoring: Development of an Innovative Mentoring Competency Framework
    (2022-09) Bholoa, Ajeevsing; Baichoo, Radha Rani; Ramkissoon, Bhima; Sider, Steve
    PCF10 Sub-theme: Inspiring Innovations // The purpose of this paper is to present a mentoring competency framework (MCF) developed to support the professional learning of in-service and pre-service secondary school teachers within a micro-credential course. The MCF is part of the micro-credential that is designed to deepen the mentors’ (in-service teachers) understanding and upskilling of mentoring in view of supporting mentees’ (pre-service teachers) professional development. The framework is drawn from the theoretical lens of mentoring as a developmental and collaborative process of instruction and psychological support, underpinned by socio-constructivist principles aimed to benefit both the mentors and the mentees in a reciprocal learning process. The educational design research methodology is employed as a two-phase approach to develop the micro-credential for mentoring. This paper introduces the MCF, the first phase of the design-based research, as an innovative frame to enhance the reciprocal learning process so that while the mentees are empowered by gaining knowledge, skills and experience that enable them to develop the necessary competencies to teach, the mentors learn both through self-reflection and critical reflection on their own practice, and from mentees through meaningful engagement. By broadening the context of mentoring beyond its classroom and school levels and didactic strategy to another level of educational strategy through the agency of a micro-credential, we reveal how the MCF has the potential to guide educational contexts and institutions where there is a desire to foster the mentoring of prospective and novice teachers by experienced ones. // Paper ID 3849