Science pre-service teachers’ experience with mentors during teaching practice

Abstract

This study aims to explore how mentor teachers and the school environment helped pre-service teachers develop their pedagogical skills, and thereby, closing the gap between theory and practice. The study is based on a survey research design consisting of 75 participants consisting of third and final year students at a research and teaching university in South Africa. The participants completed a Google survey questionnaire where responses were given on a five-point Likert scale from strongly disagree, to strongly agree. The results indicate that although most preservice teachers received the necessary guidance in theory and practical lessons as well as assessment, a significant proportion of the participants were not adequately assisted. A large proportion of the schools did not have laboratories, laboratory equipment, and chemicals. The study has practical implications for the professional development of teachers of science before service. There is dire need for all science pre-service teachers to be adequately developed by selecting the appropriate context in which the teaching practice is done to develop the knowledge, science specific pedagogical skills, and values necessary for successful entry into a professional career Furthermore, mentor teachers need to be properly oriented about their mentoring roles, and the school management team must assist in monitoring the mentoring process.

The mentoring experience of Jordanian pre-service science teachers

“…Significant efforts have been made to introduce a comprehensive framework to effectively mentor pre-service teachers (e.g., (Hudson & Skamp, 2002;Mafugu, 2022)). Researchers have focused on developing a specific mentoring framework rather than a generic one (Hudson, 2004).…”

“…This approach requires the mentors to be knowledgeable in instruction, understand the paths of pre-service teachers who are learning to teach, be aware of different mentoring approaches, and know how to examine their mentoring practices collaboratively with the mentees and their colleagues. Re cently, Mafugu (2022) introduced the IDEAL mentoring framework based on sociocultural theoretical perspectives, which assumes that pedagogical content knowledge learning is an iterative process involving modeling, feedback, and scaffolding in positive social interactions.…”

Tumu College of Education trainee teachers’ perceptions of mentors’ pedagogical knowledge

“…Other experts have also given other definitions. Mentoring is an interaction that exists between an experienced teacher (in-service teacher) and a mentee (teacher trainee or student teacher) where the mentor gives different forms of assistance, including technical, emotional, and pedagogical support to the mentee (Mafugu, 2022). Also, Olumbe and Kiarie (cited in Bwiruka, Maani, & Ssetumba, 2021) explained the concept as a relationship between a qualified teacher (in-service teacher) and a novice teacher (student-teacher) aimed at providing assistance to the novice teacher to find solutions to difficult social problems.…”

“…The role of mentor teachers, among other things, includes modelling novice teachers during practicum in designing instructions, managing classrooms, and assessing learners (Bwiruka et al, 2021). According to Mafugu (2022), mentoring provides a dialogue where the mentee and mentor deliberate on various practises, including lesson planning, assessment, evaluation, and reflective experiences. All these are domains of pedagogical knowledge.…”

Indonesian EFL Pre-service Teachers' Experiences: Revealing English Instructional Challenges during Teaching Practice

“…A plethora of studies has been conducted on diverse aspects of teaching training. Literature indicates that pre-service teachers engage in teaching practices to develop pedagogical knowledge, competencies, and values relevant to future teacher performance improvement programs or teacher professionalism (Abdulwahed & Ismail, 2019;Azano & Stewart, 2015;Mafugu, 2022). In addition, teaching practice is utilized to help student teachers to be aware of their choice as professional educators (Mahmood & Iqbal, 2018).…”