Exploring the Contribution of the Five-Factor Mentoring Model in Advancing the Pre-Service Teachers’ Personal and Professional Growth

Abstract

The five-factor mentoring model is shown as a valid framework for measuring the impact of the mentoring received by pre-service teachers in the teaching practicum, but also for the mentor training. This mentoring model involves mentors' personal attributes, system requirements, pedagogical knowledge, modelling and feedback. This study examined the perceived mentoring experiences of fourth-year preservice teachers (n=100) during their 8-week school-based teaching practicum. This mixed-method study combined quantitative and qualitative data collection and analysis. The METP (Mentoring for Effective Teaching Practice) instrument developed by Hudson et al. (2005) was used for data collection. Descriptive statistics and non-parametric tests were used in the data analysis. The semistructured interviews were conducted with 5 fourth-year pre-service teachers. The thematic analysis method was used for analyzing the interview data. Findings indicated that pre-service teachers were adequately mentored on personal attributes, while less reported was the provision of feedback by the mentors. Results indicate that pre-service teachers who taught more teaching lessons had a more positive experience with pedagogical knowledge provided by the mentors, but also received more feedback. Qualitative outcomes indicate that pre-service teachers believe they advanced their personal and professional growth when mentors shared their responsibilities with university supervisors to offer mentoring practices focused on belongingness, reflection, teacher attributes, and professionalism in teaching. This study has implications for pre-service teacher professional development during initial teacher preparation and mentor training.

Improving Fine Motor Skills of Children Using Eggshell Collage Media

“…Seeing the importance of playing activities for children who are still at an early age, it can be ascertained that playing activities have beneficial values for the development and growth of children. Fukkink's et al (2017) findings show that early childhood has been implemented with much attention to structural characteristics but less attention to the quality of the process, attention to methods but less attention to professional competence development staff (Nikoçeviq-Kurti, 2023), attention to development skills language children. However, it is not enough focus on developmental domain child age early other, skills counting and development socio-emotional, and level close attention high on segregation than integration children small.…”

The Role and Motivation of Pre-Service Teacher (PST) Mentors from Pro-Social to Cognitive-Effective Perspectives

“…Quality mentoring should include discourse and the practicing of key skills and capabilities that teachers need to possess, content knowledge and pedagogy, classroom management, and self-ability in relation to classroom students and study plans, as per the teacher's field of discipline. Such skills should be applied for ensuring academic development and improving the classroom students' achievements [69].…”

The mentoring experience of Jordanian pre-service science teachers

“…Personal attributes and feedback received the highest rating (3.14) from Australian pre-service primary science teachers. In another study using the same framework and instrument, Nikoçeviq-Kurti (2023) found that mentors focused more on the modeling and personal attributes factors and less on the feedback and system requirements factors. Using the MEPST survey, Abed and Abd-El-Khalick (2015) examined Jordanian pre-service primary teachers' perceptions of their mentoring experience related to teaching and learning science.…”

“…Having skilled, trained mentors improves preservice teachers' skills and competencies (Cleaver et al, 2020;Hennissen, Crasborn, Brouwer, Korthagen, & Bergen, 2011;Simsar & Dogan, 2020). Nikoçeviq-Kurti (2023) found a positive correlation between a positive mentoring experience and higher levels of mentees' self-efficacy. Mentoring is a dynamic process in which mentors and mentees need to understand their roles and adapt to contextual situations (Leshem, 2012).…”