The Significance of Mentoring on Teachers’ Beliefs and Teachers’ Pedagogical Practices: A Comparative Analysis Among 47 Countries Based on 2018 Teaching and Learning International Survey (Talis) (original) (raw)
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The study investigated preparedness of experienced teachers to participate in mentoring. Student teachers' views were sought about mentors' knowledge of their role; mentoring; how adults learn, and abilities needed by classroom teachers. Another purpose was to find out how mentors were made to be accountable to Bindura University of Science Education. The population of the study was 58 Part III Semester 2 students and 16, selected through voluntary participation, completed a questionnaire on mentoring. Data was analyzed using frequency counts to determine the views held by the majority of the student teachers. The views were then compared with what literature claimed to be the knowledge and skills expected of mentors. The researcher found that student teachers' views about the preparedness of mentors were consistent with conventional norms and practices of teaching. This would seem to suggest that mentoring was limited in bringing up reform in teacher education. The study recommends in-service training for teachers in two key areas: principles of adult education and accountability in mentoring. Further research was recommended to seek opinions of experienced teachers about their preparedness to participate in the mentoring programme.
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This study sought the perception of College of Education students on the importance of mentoring, in the teacher education program at Enugu State College of Education Technical. The study also examines the roles that mentors and mentees play in a mentoring relationship and how they interconnect. The study was a descriptive study guided by two research questions and one hypothesis. The population comprised 153 Postgraduate diploma in education students in the College during the 2017/2018 academic year participated in the study. The instrument for data collection was a designed researchers' structured questionnaire in three parts – A, B, and C. part A contained information on respondents' bio-data; part B elicited information on the roles played by mentors who have experienced trained teachers as mentors to the mentees while part C sought information on the strategies used in mentoring the college students. Data were analyzed using frequency counts, percentages, mean, and Pear...
Quality of mentoring of mentor teachers: Perspective of the trainee teachers
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Mentoring by the mentor teachers to the trainee teacher is an important element in the component of professional practice, namely practicum. Mentoring of mentor teachers in this study refers to the quality of guidance given by mentor teachers to trainee teachers. This aspect is seen to have an impact on the success of trainee teachers during the practicum session. However, there are past studies that state that mentor teachers do not provide guidance as required by the trainee teachers. Therefore, this study aimed to examine the quality of mentoring of mentor teachers from the perspective of trainee teachers. This study used a mixed-method approach. Quantitative study was using a questionnaire namely mentor teacher’s guidance while utilizing random sampling method was used on a sample of 217 trainee teachers from the Institute of Teacher Education in the northern zone of Malaysia who have undergone the practicum session. The qualitative approach, on the hand involve semi-structured interview with two trainee teachers as the participants. This study found that the quality of guidance of mentor teachers is at a very good level. Quantitative findings are supported by qualitative findings. Four themes were identified from the interview analysis namely; excellent guidance, informative, cooperation and the needs of mentor teachers.
The Role of Mentoring and Its Influence on the Effectiveness of Teachig in Secondary Schools
International Journal of Trend in Scientific Research and Development (IJTSRD), 2024
This paper reports on a study which was conducted to investigate the role of mentoring and its influence on the effectiveness of the teaching of Physics in secondary schools in the South West Region of Cameroon. The study adopted the convergent parallel mixed methods design, focusing on respondents in secondary schools in the South West Region of Cameroon. Both quantitative and qualitative data were collected, analysed separately, and the results were compared to see if the findings confirm or disconfirm each other. The quantitative analysis found that majority of the respondents (72% of Physics teachers) affirmed that they had more experienced colleagues as mentors to help build their confidence, improve their teaching, and help them improve their effectiveness and efficiency in guiding learners’ achievements. Only 28% of the respondents disagreed with these statements. With majority respondents (72%) agreeing with the statements, it implies that in most secondary schools, experienced Physics teachers act as mentors to build teachers’ confidence in teaching and improving students’ learning. The interview (qualitative) data analysis summarized how secondary school Principals use meetings with mentors and mentees to promote mentorship in the school milieu. This has helped strengthen teachers’ classroom practices in secondary schools in the South West Region of Cameroon. With the results confirming each other, the study recommends that mentoring should focus on helping teachers employ social interactions and instructional practices; feedback and clarity in teaching that have direct measurable impact on students’ learning achievements.
Development and Validation of the ‘Mentoring for Effective Teaching Practicum Instrument’
CEPS Journal, 2023
In the context of improving the quality of teacher education, the focus of the present work was to adapt the Mentoring for Effective Primary Science Teaching instrument to become more universal and have the potential to be used beyond the elementary science mentoring context. The adapted instrument was renamed the Mentoring for Effective Teaching Practicum Instrument. The new, validated instrument enables the assessment of trainee teachers’ perceived experiences with their mentors during their two-week annual teaching practicum at elementary and high schools. In the first phase, the original 34-item Mentoring for Effective Primary Science Teaching instrument was expanded to 62 items with the addition of new items and items from the previous works. All items were rephrased to refer to contexts beyond primary science teaching. Based on responses on an expanded instrument received from 105 pre-service teachers, of whom 94 were females in their fourth year of study (approx. age 22–23 years), the instrument was reviewed and shortened to 36 items classified into six dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and Information and Communication Technology due to outcomes of Principal Component and Confirmatory Factor analyses. All six dimensions of the revised instrument are unidimensional, with Cronbach alphas above 0.8 and factor loadings of items above 0.6. Such an instrument could be used in follow-up studies and to improve learning outcomes of teaching practice. As such, specific and general recommendations for the mentee, mentors, university lecturers, and other stakeholders could be derived from the findings to encourage reflection and offer suggestions for the future.