Identifying Mentor Teachers Roles and Perceptions in Pre-Service Teachers Teaching Practicum: The Use of a Mentoring Model

Li, Phang Biao; Sani, Badariah Binti; Azmin, Nur Aizuri Binti Md

doi:10.18488/journal.61.2021.92.365.378

Cited by 12 publications

(5 citation statements)

References 27 publications

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“…Other researchers focused on investigating how mentors contributed when they mentored teachers and how they perceived their roles in mentoring (Li, Sani, & Azmin, 2021). Additionally, mentoring may have positive impact on mentors' leadership skills (Andrea, 2010).…”

Section: Pre-service Teachers' Perceptions Of Their Mentoring Experiencementioning

confidence: 99%

The mentoring experience of Jordanian pre-service science teachers

Sabah,

Marei

2024

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The purpose of this study is to examine Jordanian pre-service science teachers’ perceptions of their mentoring experience using the five-factor model of mentoring (personal attributes, system requirements, pedagogical knowledge, modeling, and feedback). This study uses a descriptive survey research design, and the Arabic version of the validated Mentoring for Effective Primary Science Teaching (MEPST) survey was administered electronically to collect responses from 49 participants. The data was summarized using descriptive statistics, and t-tests were conducted to test for significant differences in the perceived mentoring experiences between male and female Jordanian pre-service science teachers. The study supports efforts to validate the Arabic version of the MEPST survey. The means of the participants’ perceptions of mentoring were relatively high, greater than four on a five-point Likert scale, indicating that the pre-service teachers perceived their mentoring experience as positive based on the five factors. No statistically significant differences were found in the perceived effectiveness of the mentoring experiences between the male and female pre-service science teachers. The study findings have several practical implications and suggested directions for future research. Researchers are encouraged to investigate mentors’ perceptions and practices related to effective mentoring, and research on identifying and understanding school factors that may influence the effectiveness of mentoring in schools is also needed.

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Section: Pre-service Teachers' Perceptions Of Their Mentoring Experiencementioning

confidence: 99%

The mentoring experience of Jordanian pre-service science teachers

Sabah,

Marei

2024

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“…The practicum is considered to be one of the most important aspects of a student teacher's education (Caires et al, 2012). It provides an opportunity for preservice teachers to connect theory with practice in real-world settings (Ersin et al, 2020;Li et al, 2021). It is expected that preservice teachers will be prepared to understand and deal with the complexity of teaching, so they can contribute in educational settings in a competent way once they are qualified (Lawson, 2015).…”

Section: Practicum Experiences For Preservice Teacher Education Durin...mentioning

confidence: 99%

A Systematic Review of the Practicum Experience in Preservice Teacher Education During the COVID-19 Pandemic

Almuqayteeb¹,

Alzahrani²

2023

IJLTER

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As a result of the COVID-19 pandemic, preservice teachers in all education programmes have been affected by the closure of schools. This has forced a shift from in-school preservice teaching experience to an online preservice teaching approach. The aim of the present paper is to provide an overview of research on teaching practicum experience during the COVID-19 pandemic through a systematic review. Out of 51 initially identified publications between March 2020 and December 2020, 26 articles were included for the final synthesis in terms of teaching strategies, methods used for assessing preservice teachers, digital technology tools and challenges that faculties and preservice teachers faced. The results indicate that the most commonly used teaching strategies used in the practicum were demonstration in synchronous sessions, observation/helping associate teachers, micro-teaching, and e-coaching/mentoring. Additionally, the results demonstrated that the main use of digital technology tools was for communication, instruction, collaboration and e-coaching. Additionally, the results present four methods of assessment that education programmes followed: (1) grading preservice teachers’ performance in the first weeks of the spring semester; (2) evaluating students’ recorded lessons; (3) evaluating prepared virtual classroom presentation; and (4) grading online portfolios. Moreover, the results indicate that faculties and preservice teachers have faced numerous challenges such as a lack of real teaching experience, limited experience in the use of information and communications technology (ICT), and a lack of technological infrastructure, access and support. The conclusions reflect on the importance of including technology integration and teaching and learning in the online environment in courses offered by teacher education programmes, equity issues for students, and the need to strengthen preservice teachers’ beliefs in their capacity to deal with the transition to distance modes of education in times of crisis.

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“…Izadinia (2018) mentioned that mentor teachers play a significant role in shaping preservice teachers' understanding of their identity as educators and their perceived capabilities. Furthermore, according to Li et al (2021), through their guidance and mentoring practices, mentor teachers contribute to shaping preservice teachers' beliefs, skills, and confidence. The approaches taken by mentors can motivate and inspire preservice teachers to continue their journey in the teaching profession.…”

Section: Asking For Supports From the Supervisor Or Mentor Teachermentioning

confidence: 99%

Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies

Tanore,

Listyani

2023

LENSA

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This study looked at the experience of English as a Foreign Language (EFL) pre-service teachers handling reticent students during their teaching practicum. Reticent students are characterized by reluctance or hesitance to participate or engage in classroom discussions and activities actively. Teaching practicum is a hands-on educational experience that allows pre-service teachers to apply classroom theories and teaching strategies in real-world settings, fostering their professional growth under the guidance of experienced educators. Previous studies have explored teacher perceptions and strategies for addressing student reticence, but less attention has been given to pre-service teachers' experiences. The study employs a qualitative research design, conducting semi-structured interviews with five pre-service teachers who have completed their teaching practicum. The interviews explore the participants' experience focusing on the challenges and strategies in handling reticent students. The findings revealed common challenges faced by the participants and the strategies employed to handle reticent students. Based on the findings, recommendations are made for teacher education programs and mentor teachers to better prepare pre-service teachers in handling reticent students. Finally, the study implied some limitations and provided recommendations for future research.

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Identifying Mentor Teachers Roles and Perceptions in Pre-Service Teachers Teaching Practicum: The Use of a Mentoring Model

Cited by 12 publications

References 27 publications

The mentoring experience of Jordanian pre-service science teachers

The mentoring experience of Jordanian pre-service science teachers

A Systematic Review of the Practicum Experience in Preservice Teacher Education During the COVID-19 Pandemic

Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies

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