Students’ Satisfaction with Teaching Practice during Pre-service Teacher Education / Zadovoljstvo studenata praksom u nastavi u sklopu studijskog programa za obrazovanje učitelja

Abstract

Practical teacher training has gained even greater importance in undergraduate teacher education programs since the reform of the curriculum based on the Bologna Process, even though practical teacher training has been historically strongly incorporated into these programs in Slovenia in a somewhat fragmentary manner. To gain insight into the quality and integrity of practical teacher training from the students' perspective research on students' perception about practical teacher training was conducted. This paper presents the results of the research on student satisfaction with practical teacher training including the analysis of the possible changes required. The paper also presents the differences between certain teacher practice formspreformed in the process of practical teacher training and the differences among several aspects concerning teaching practice at the faculty and at the school level. Based on the analyses of the acquired data the segments that are prospective for defragmenting the faculty and school mentors' efforts for improvement of teaching practice are outlined.

In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’

“…The high group mean in Personal attributes is in line with Hudson (2009), who emphasised it as the most important dimension for developing personal interrelationships (mentee -mentor) and directs the mentor to provide all other dimensions. Mentors' supportive role, as one of PA, was highlighted by Vršnik Perše et al (2015), and Ragins and Kram (2007), as well.…”

“…With reference to modelling and pedagogical knowledge, it is evident from the data that these two dimensions were also experienced as receiving the necessary attention. As indicated by the participants, these aspects are also vital for personal growth and the development of self-efficacy, including the possibility to connect theory and practice (Buhagiar and Attard Tonna 2015;Vršnik Perše et al 2015;Zuljan and Požarnik 2014).…”

“…The importance of TP for pre-service teachers has been well argued by various authors (Ferk Savec and Wissiak Grm 2017;Vršnik Perše et al 2015). It is posited that TP serves as a bridge to link theory and practice (Buhagiar and Attard Tonna 2015) or as Vršnik Perše et al (2015,160) state, 'Practical teacher training is thus an element that connects theoretical concepts with practical work'.…”

“…Mentors have a very important role to play in enabling the self-development of preservice student teachers, which is established through relationship building; hence, their praxis and relationship building influence the mentee's experience (Vršnik Perše et al 2015). The mentors' attitude and experience are thus key to the pre-service students' mentoring experience (Vršnik Perše et al 2015), since the mentor must play a supportive role, which would be difficult without a positive disposition. The importance of support as a coping mechanism is highlighted by Garza et al (2019), and it appears that novices without a mentor appear to struggle more than those with a mentor assigned to them.…”

“…It is during feedback that supportive strategies can be provided, and reflexive thinking is encouraged (Zuljan and Požarnik 2014). Furthermore, feedback and modelling afford possibilities of connecting theory and practice (Buhagiar and Attard Tonna 2015;Vršnik Perše et al 2015;Zuljan and Požarnik 2014); however, the classroom and feedback context should both be experienced as a safe space without ridicule (Zuljan and Požarnik 2014).…”