Quality of mentoring of mentor teachers: Perspective of the trainee teachers

Abstract

<span lang="EN-US">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.</span>

The Role of School Members in Organizational Culture for Work Skills’ Formation : Responding to Era of The Industrial Revolution 4.0 Challenges

“…Teachers' professional beliefs are complex and dynamic, whose internal factors are mutually independent and limit each other (Yang & Yao, 2023). Apart from that, the teacher's role must also be that of a guide because quality when guiding during practicum is an important form of mentoring to support educational programs (Jafar et al, 2021).…”

Tumu College of Education trainee teachers’ perceptions of mentors’ pedagogical knowledge

“…Models who are attractive, interesting, knowledgeable, and also exhibit winsome attributes command attention, unlike models who are displeasing (Bandura, 1971). Mastery of subject matter, skills in pedagogy, ability to design assessment (Jafar et al, 2021); demonstration of best teaching; positive role models; revered leaders in teaching; awareness of the needs and concerns of novice teachers; commitment to their professional development and peers (Arnold; Blank & Kershaw; cited in Chien, 2014); and keeping professional standards (Hoxha, 2016) are some of the factors that identify an effective model who is emulated from an ineffective model who is ignored by student teachers.…”

“…Studies (Buabeng et al, 2020;Dankwah, Nyarko, & Mensah, 2021: Tengepare, 2020) carried out on the STS component of the B. Ed programmes have not explored the perceptions of student teachers about the pedagogic knowledge of their mentors. The available literature on the topic is also either remote from Ghana (Hudson, 2004a;Jafar, et al, 2021) or conducted in different disciplines like medical practise (Kamarudin et al, 2021). The work of other researchers (Choy, Wong, & Lim, 2013) turns to measuring perceptions beginning teachers hold about their own pedagogical knowledge and skills.…”

Role of Education and Mentorship in Entrepreneurial Behavior: Mediating Role of Self-Efficacy

“…A mentor is a person who, influenced by Greek mythology, has specific attributes or is in a place of authority and who compassionately watches over a younger person so that they might benefit from the mentor’s support and counsel. Mentoring assistance is provided in various settings, including, but not limited to, aiding impoverished adolescents ( Jafar et al, 2021 ).…”