Abstract:

This study examined the affordances of mentoring as a means to enhance self-directed learning within the context of curriculum reforms. An existing mentoring relationship was explored in terms of the dynamics and tensions associated with the interaction between a skilled and experienced teacher (‘keystone species’) and a novice teacher within a community of practice using a case study method. The Cultural Historical Activity Theory was utilized as a research lens to provide valuable insights into the social dynamics and tensions associated with the mentoring relationship while invoking the essence of social-constructivism as the underlying theoretical framework. The study provided insightful elucidation into how teachers facing fundamental challenges in teaching Physical Sciences in secondary schools in South Africa could get support from skilled and experienced teachers through mentoring with a view to enhance self-directed learning. The key findings of the study strongly suggest that mentoring can serve as a viable and sustainable means through which self-directed learning can be enhanced. Theoretical implications for development of sustainable mentoring relationships are discussed.

Keywords:

Mentoring, self-directed learning, Cultural Historical Activity Theory.