The Teacher Mentor’s Need for Pedagogical Instruction at Bethlehem University

Abstract

The professional literature extensively discusses the needs of the student for emotional and cognitive development; this topic has been neglected in connection with pedagogical instruction. A prominent scholar who deals with this topic is A.H. Maslow (1956) females -who participated in an action research study on the topic of pedagogical instruction. The central tools chosen for this study were interviews, documentation and observation of a course in the process of its being taught. The findings point to the difficulty teacher mentors encounter in the fulfillment of their needs, including even their basic needs, and to the result that the teacher mentors' feelings of alienation and their distrust of pedagogical instruction makes it hard for them to build a cooperative relationship.One of the recommendations is to develop an organizational structure that will invite all the participants in the pedagogical instruction encounter to work together so that they will all feel that they are vital to the success of their fellow participants.

Pre-service teachers’ views on their general pedagogy practice: An analysis of trainees’ reflections

“…Moreover, the mutual relations between the three major participants of the teacher training process, i.e. a trainee, a school mentor and an academic supervisor, are subject to academic discussion and analysis (Blaszk 2015, Mizel 2017. Blaszk (2015: 20-21) analyses the impact of the school mentor's methodological competence on his or her trainees and reports different types of relations: some based on "the authoritarian position of the mentor", while others causing conflicts with a student being "at odds with his mentor" due to opposing views on didactic solutions applied at lessons.…”