Predictions of school mentors’ effort in teacher education programmes

Abstract

Mentoring of pre-service teachers in their school practicum is vital to integrating different parts of the educational programs and supporting the pre-service teachers to become educational professionals, but for mentors in schools this task often comes on top of the other requirements they face as teachers.In this study, we present findings from a self-report survey completed by 295 mentors in two teacher education institutions in Norway. Using structural equation modelling of cross-sectional survey data, the study explores predictions of the effort mentors put into their work in supporting the development of preservice teachers. The findings indicate that affective commitment predicts mentor's efforts in mentoring and that professional development of mentors through programs designed to develop a professional identity as mentors could enhance their feeling of being teacher educators, and thereby having the willingness to put effort into their jobs as mentors.

Promoting practical wisdom in teacher education: a qualitative descriptive study

“…According to Dreer (2020) student teachers seek authentic opportunities of experiencing what it means to be a teacher, and thus it is vital that the supervising teachers respond to their psychological needs (for example, relatedness) especially at the beginning of the practicum studies. Therefore, it is pivotal that a supervising teacher has both affective commitment (Sandvik et al 2019) and the quality of being present for the student teachers so that they received supportive and adequate guidance (Ibrahim 2013;Hascher, Cocard, and Moser 2004;Bradbury andKoballa 2008: Izadinia 2016;LaBoskey and Richert 2002). This will also help student teachers' ability to cope with stress and ensure their well-being.…”

Education and New Developments 2022 – Volume I

“…Little is known about the teaching goals of teachers, who perform two roles: first, teach pupils, and second, supervise and set an example of teaching for future teachers during their school practice (Ambrosetti 2014;Sandvik et al 2019). The purpose of the present study was to investigate Estonian school mentors' teaching and supervising goals when they teach pupils and supervise student teachers as well as to identify how teachers in the role of mentors understand university expectations.…”

"Peculiarities of Personality Structure and Professional Activity of a Teacher-Philologist"

“…У науковій літературі досить ґрунтовно досліджено проблему формування особистості педагога-філолога (Біляєв, 1995;Маркова, 1993;Пасинок, 1998;Семеног, 2005;Сидоренко, 2008;Sandvik, 2019), а також питання розвитку професійної компетентності педагога-філолога (Караман, 2010; Омельчук, 2012; Попова, 2014; Трофименко, 2008). Разом із тим, обмаль досліджень, присвячених вивченню психологічних особливостей педагогічної діяльності.…”