Student Teachers' Expectations of Mentoring During Teaching Practice: A Case Study of UNIMAS TESL Students

Hycinthia, Chung (2003) Student Teachers' Expectations of Mentoring During Teaching Practice: A Case Study of UNIMAS TESL Students. [Final Year Project Report / IMRAD]

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Abstract

The study sought to investigate the student teachers' expectations of their mentor teachers during teaching practice. It also sought to find out whether the mentor teachers in school had done their roles in helping the student teachers in doing their practical teaching. A questionnaire and interview were employed to investigate the student teachers' expectations of their mentors during teaching practice. The questionnaire consists of two parts: in part A there were three demographic questions concerning the gender, sex and years in service and five close- ended questions asking about the time spent with the mentors and student teachers' feeling about the mentoring relationship during teaching practice. Part B of the questionnaire asked about the various expectations of the student teachers' about their mentor. There were eight pre-identified section in part B of the questionnaire. The interview session is conducted to seek more specific information of the student teachers' expectations and find out what roles had the mentors played in helping the student teachers in their practical teaching. The analysis of data confirms that many areas that are expected from the student teachers but the most prevalent ones are to guide them more and be more concern with their training. Spending more time discussing with them their lesson preparation is also much expected from the student teachers. It had also found that not all mentors fulfill the roles of a good mentor as identified. Finally, some suggestions on how to improve the mentoring programme of UNIMAS TESL teaching practice were also provided

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