Student Teachers’ Perspectives of Qualities of Good Mentor Teachers

Heeralal, Prem Jotham

doi:10.1080/09720073.2014.11891434

Cited by 8 publications

(6 citation statements)

References 1 publication

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“…They were engaged and organized, listened closely, led discussions and meetings well, and their extensive experience and knowledge was apparent in their mentoring. These attributes are similar to those identified for mentor teachers: knowledgeable, honest, respectful, fair, flexible, organized, understanding and sympathetic (Heeralal, 2014).…”

Section: Qualities Of a Good Mentorsupporting

confidence: 71%

Benefits and Barriers

Harris

Cheng²,

Gorley

2015

Journal of Workplace Learning

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Purpose – This study aims to describe the design of a provincial government ministry group mentoring program and examine mentees’ and mentors’ experiences in the program. Design/methodology/approach – A total of 151 mentees rated their satisfaction in a post-program survey. The survey was followed by in-depth, semi-structured interviews with 10 mentees and 11 mentors. Findings – In all, 87 per cent of mentees rated their learning as effective. Benefits to mentees were relevance of the learning, and senior leader/mentors use of current issues, events and personal stories. Delivery through a combination of Web conferencing and collaboration technologies was most effective. Mentors learned from mentees and other mentors. Regular and full mentee participation was an identified issue. In addition, not all mentoring teams worked well together. Research limitations/implications – The selection criteria favored participants who had a positive experience. Including more participants who were disengaged or less active may have revealed what inhibited full engagement. Complex underlying systemic and cultural issues negatively affected mentee participation and mentoring team effectiveness. It is unclear whether this was caused by intrinsic or extrinsic barriers. Further study could shed light on how to address participation issues. Practical implications – Selection criteria favored highly active participants who had a positive experience. Including more disengaged or less active participants may have revealed barriers to full engagement. Social implications – Despite a context of extreme organizational churn, this program delivered cost-effective and engaging learning to a large number of employees. Recommendations are made to further strengthen the program. Originality/value – This contextually grounded case study will be useful to those who plan to implement a group mentoring program.

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Section: Qualities Of a Good Mentorsupporting

confidence: 71%

Benefits and Barriers

Harris

Cheng²,

Gorley

2015

Journal of Workplace Learning

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“…Anxiety may also be induced by the reaction of the supervisor to an unsuccessful lesson (Heeralal,[20]). Anxiety related to controlling the classroom, managing and maintaining discipline, and dealing with disruptive behaviour may lead to high levels of anxiety (Preece,[21]); which may cause discipline problems and thus a destructive cycle.…”

Section: Introductionmentioning

confidence: 99%

“…Student teachers appear to prefer mentors who are knowledgeable, experienced, honest, respectable, fair, flexible, and understanding. They feel stressed when working with controlling, strict or autocratic mentors (Heeralal,[20]). …”

Section: Introductionmentioning

confidence: 99%

To Be Anxious or Not: Student Teachers in the Practicum

Ekşi¹,

Yakışık²

2016

ujer

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High levels of teaching-related anxiety may cause high levels of stress, failure and disappointment in pre-service teachers. The factors that increase anxiety and those that reduce it for student teachers might also be culture-specific. This study was conducted on 52 pre-service language teachers at a state university in Turkey during their practicum. Rather than investigating the anxiety levels of student teachers, the study aimed to find out the reason why they experienced, or did not experience anxiety with reference to culture specific reasons. This was done by focusing on factors that reduce or provoke practicum anxiety. A questionnaire comprising 25 open-ended questions was developed from the Student Teacher Anxiety Scale (STAS). The items in the scale were converted into questions and the participants were asked to clearly state why they felt anxious or easy. The responses were analysed through content analysis and then quantified to show frequencies. The findings indicated that the student teachers experienced anxiety due to the stress of being evaluated, as well as problem behaviour in the classroom. The results also revealed that helpful and supporting staff at the host school reduces teaching anxiety. The student teachers also felt at ease with a supervisor that they had a partnership with from the micro-teachings in their methodology courses through to supervision in their practicum. The findings are discussed and suggestions regarding improvement in practice teaching are suggested.

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“…The scholars' sharings are corroborated by literature in search of the characteristics of a good mentor. Heeralal (2014) reported that students perceived certain characteristics of mentor teachers as good, like being knowledgeable, honest, and respectful. It was pointed out by Rowley (1999) that one crucial characteristic of mentors is the ability to communicate their belief that the mentee is capable of transcending one's challenges and difficulties to be able to achieve one's goals in the future.…”

Section: Mentor Characteristicsmentioning

confidence: 99%

Exploring Mentees’ Needs from a Mentoring Program: Towards the Development of a Mentoring Toolkit

Tangco-Siason

Magramo-Basbas

Montaño

et al. 2022

ijahs

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This study aimed to find out mentees' needs from a mentoring program, mentor characteristics that are considered desirable by mentees, and to develop the mentoring toolkit. It was based on a developmental research design. Through purposive or selective sampling, it involved eight (8) informants. Focus Group Discussion (FGD) and mentoring chat records were used to collect data, which was then analyzed using NVivo Software under the guidance of the qualitative content analysis technique. A duly-validated researcher-made instrument was used to evaluate the toolkit's acceptability. Mentees' needs included study abilities, thinking skills, resource management, teaching skills, personal and family concerns, and articulated mentors' desirable characteristics, according to part one (1) of this study. The five (5) components of the toolkit that was developed were listed in the second (2) portion of this study. Targets, Ideas, Plans, and Supplements were the four (4) parts of the toolkit. The toolkit also includes six (6) mentoring blocks, and the physical attributes, objectives, content, usefulness, and self-help aspects of the toolkit were all evaluated outstanding (M = 3.92). Mentoring programs are useful in determining the needs of mentees as well as providing a basis for developing materials that are useful to both mentors and mentees.

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Student Teachers’ Perspectives of Qualities of Good Mentor Teachers

Cited by 8 publications

References 1 publication

Benefits and Barriers

Benefits and Barriers

To Be Anxious or Not: Student Teachers in the Practicum

Exploring Mentees’ Needs from a Mentoring Program: Towards the Development of a Mentoring Toolkit

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