The most appropriate mentoring practice by a cooperating teacher during practical teaching internship

Abstract

Purpose: The aim of this research is to examine the degree to which the quality and frequency of mentoring by cooperating teachers during practical teaching internship influence the professional competence of future teachers. Material: To verify our proposed object, we conducted a research using a questionnaire distributed, during 2016-2017 school year, The analyses are based on a sample of more than 164 Tunisian physical education trainees and 96 cooperating teachers who participated in a pre-test and post-test study. Results : The results indicate that the quality and frequency of mentoring explain the success of starting a professional life. In terms of learning, mentoring that follows helpful rather than transmissive principles stimulates the performance, motivation and job satisfaction of future teachers and reduces emotional fatigue. Conclusions: Cooperating teachers training should include supervision practice themes to provide their trainees with real practice opportunities and to support them as needed.

A High Score for the Unified State Examination for an Applicant – A “Quality” Graduate for the Educational System in the Future?

“…The experimentally identified indicators most fully reflect the professional training of a bachelor of teacher education (Panina et al, 2019;Perevoshchikova et al, 2019). Indicators for the formation of a complex of general cultural, general professional and professional competencies, academic performance of students in educational, industrial and undergraduate practice (Darling-Hammond, 2000;Melki et al, 2018), the results of the state final certification in the form of defense of final qualification work, allow us to comprehensively analyze educational activities of students. Analysis of the portfolio of individual achievements of students in the scientific, cultural, creative, social and sports areas shows the level of extracurricular activity of students.…”

“…Of particular relevance are active discussions on the issue of increasing social prestige and the status of the teaching profession (Borisenkov, 2015;Khusnutdinova, 2017;Volchegorskaya et al, 2018). Quite often, one can hear the opinion not only in Russia but also abroad (Melki et al, 2018;Wadii et al, 2018;Yankovych et al, 2019) that the level of teaching staff does not meet the goals and standards of modern higher and secondary education (Barber, Murched, 2008;Bowe and Gore, 2017).…”