Mentoring for school-based teacher education

Margevica-Grinberga, Ieva; Odiņa, Indra

doi:10.18844/cjes.v16i5.6348

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…The practicums, practice at school, and work-based studies included in the study programs of future teachers ensure the development of knowledge, skills, and competencies of future teachers according to the real needs of the work environment (Margevica-Grinberga & Odina, 2021;Ndebele et al, 2023). Research on the challenges of future and new teachers in pedagogical work says that the most important challenges of new teachers are related to promoting students' motivation, improving learning, and thinking skills, technology use, inclusive education, and classroom management (Hurlbut & Tunks, 2016;Sujadi, et.al., 2019;Ray et.al, 2023).…”

Section: Society Integration Educationmentioning

confidence: 99%

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Margeviča-Grinberga,

Šūmane

2024

SIE

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This study investigates prospective teachers' perspectives regarding pedagogical issues and evaluates their readiness to address these challenges during instructional practice. The research investigates the experiences and perspectives of 67 students currently enrolled in teacher education programmes by employing a narrative content analysis methodology. The results point to several significant areas of concern among prospective teachers. Initially, classroom management emerged as a primary challenge, with many students expressing anxiety about efficiently managing diverse classroom dynamics and maintaining discipline. This problem indicates the need to pay more attention to classroom management strategies in study courses. Furthermore, the findings emphasize difficulties in effectively differentiating instruction to meet the diverse needs of learners. It was indicated that there is a need for more concentrated training in inclusive teaching methods since students voiced worries about their capacity to adjust teaching approaches to accommodate a variety of learning styles and abilities. The study suggests that prospective teachers are generally enthusiastic about their future careers but also recognize significant pedagogical challenges. To properly prepare future educators for the realities of the classroom, these findings have implications for teacher education programmes. They indicate a need for a more specific focus on practical skills such as classroom management and inclusive teaching practices.

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Section: Society Integration Educationmentioning

confidence: 99%

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Margeviča-Grinberga,

Šūmane

2024

SIE

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“…Many teacher education programmes have increased the course credits required to ensure that future teachers receive a comprehensive and well-rounded education. There has been growing recognition that teacher education programmes should prepare teachers with theoretical knowledge and practical, hands-on experience in real-world classroom settings (Margevica-Grinberga & Odiņa, 2021). This helps them develop a deeper understanding of the complexities of teaching and bridge the gap between theory and practice.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, work-based learning is viewed as a more holistic approach to teacher education, as it takes into account the multiple factors that influence teacher practice, including the context in which teaching takes place, the needs of students, and the teacher's personal and professional development. As a result, many teacher education programmes worldwide are now incorporating work-based learning into their curricula to provide future teachers with a well-rounded education that prepares them for the profession's challenges (Margevica-Grinberga & Odiņa, 2021). Additionally, work-based learning offers opportunities for prospective teachers to establish professional networks and gain insight into the educational challenges and opportunities that can inform their ongoing professional development.…”

Section: Introductionmentioning

confidence: 99%

Prospective Teachers’ Evaluations of Teaching Practice in an Inclusive Classroom

Margevica-Grinberga

Laganovska

2023

SIE

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Today’s teachers must be ready to address all students, whatever their abilities, needs, and knowledge. Prospective teachers must develop the necessary competencies during their studies to ensure inclusive education for all pupils. Teaching practice remains one critical means of exposing future teachers to actual classroom experiences to equip them with pedagogical skills. The course followed in this study included teaching practice to allow future teachers to put their theoretical knowledge into practice. The research aimed to analyse future teachers’ feedback after teaching practice in an inclusive classroom. These data – the prospective teachers’ findings after the teaching practice – were analysed using content analysis. The sample of the study consisted of 97 future teachers. The results showed that the student teachers faced various challenges, e.g. needing more experience in an inclusive setting, creating activities that included all students, and needing more teaching resources. However, most were optimistic about the opportunity to put the knowledge they gained during the course into practice. Therefore, teacher educators should ensure that students are prepared for entry into the teaching profession and have a positive pedagogical experience in an inclusive classroom. The teacher educators should also have sufficient knowledge and skills to work with all pupils.

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Senior Schoolchildren’s Mentorship: the Case of St. Joseph’s School

Gvaldaitė,

Budreckaitė,

Bučinskienė

2024

ActPaed

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The article discusses the topic of mentoring within the education system as well as analyzes the experience of the project “Schoolchildren for Schoolchildren” carried out at St. Joseph’s school as part of the project “Optimization of the network of higher schools and improvement of the quality of studies by connecting Šiauliai University to Vilnius University“.A mentorship model was developed and implemented in the school, followed by senior schoolchildren assisting primary school pupils with learning difficulties. Mentoring activities were evaluated by the research consisting of a questionnaire, a focus group method, as well as notes recording experiences. Mentors, parents and teachers of primary school pupils participated in the research.During the project, the mentors tried themselves in a new activity, developing competences of dutifulness, responsibility, teaching others, communication and collaboration. Despite the difficulties arisen and motivation decrease during the process, this activity instilled them with satisfaction and positive emotions, as they felt having spent their time meaningfully, developing the teaching and communication skills of juniors, as well as strengthening and fostering relationships with peer mentors. The research found that primary school pupils benefited from homework help from mentors - some of them improved learning motivation, skills and performance, as well as communication skills.The project demonstrated that the mentoring model is also a way to develop schoolchildren’s leadership, strengthen the relationships inside the school community; apart from that, it contributes to the creation of a culture of solidarity and social capital based on generosity and unconditionality. The model utilized at this school can be further developed and adopted elsewhere, taking into account the proposals of the research participants to publicize the project more, include it in the mentorship program and leisure activities, thus creating conditions for the development of children’s creative leisure time and mutual friendship.

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Mentoring for school-based teacher education

Cited by 3 publications

References 6 publications

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Prospective Teachers’ Evaluations of Teaching Practice in an Inclusive Classroom

Senior Schoolchildren’s Mentorship: the Case of St. Joseph’s School

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