Mentoring learning to teach experiences of early childhood pre-service teachers in disadvantaged environment
The purpose of this study was to explore mentoring learning-to-teach experiences ofearly childhood pre-service teachers in disadvantaged environment. This case study was usedto collect qualitative data from three early childhood pre-service teachers, threecooperating teachers, a university superviso...
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| Format: | thesis |
| Language: | eng |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6738 |
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| Summary: | The purpose of this study was to explore mentoring learning-to-teach experiences ofearly childhood pre-service teachers in disadvantaged environment. This case study was usedto collect qualitative data from three early childhood pre-service teachers, threecooperating teachers, a university supervisor and a school principal who were involved inthis study. Triangulation using multiple data sources for the themes and member participantchecking were used to validate the case study. Data from interview transcripts, field notes ofclassroom observations, pre-service teachers reflective journals, and focused group discussionwere subjected to content and thematic analyses to answer the research questions. This study hasyielded these findings: (1) learning-to- teach requires content knowledge, understanding ofpupils and how they learn, strategies for managing behaviors and organizing learningenvironments, and the ability to respond to dynamic classroom situations; (2) the use ofreflection, personal characteristics, forming conference groups and taking action enabled theparticipants to learn; (3) observation and unstructured conference were identified asmentoring strategies by cooperating teachers; (4) school visits conducted by theuniversity supervisors was considered as mentoring, but ineffective due to limitedsupervision time and the big number of interns they have to supervise; and finally, (5) elements ofmentoring such as building good relationship with the cooperating teachers, strongsupport from the school leadership, open communication, and adjustment in teaching- learning stylesbetween interns and cooperating teachers have been experienced by the participants. The findingsled to a conclusion that reflective mentoring strategies were used by cooperating teachers anduniversity supervisors. Furthermore, multiple requirements in internship madelearning-to-teach a vital and complex process that resulted in the transformation of theinterns who adopted dependent, interested, involved, and self-directed modes as learningstrategies that enabled them to be resilient and responsive. The study implicates thatinterlocking of learning-to-teach strategies and appropriate mentoring behaviors holds thepotential for the development of new learning and a constructive action for developing a mentoringmodel for internship. |
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