The Impact of Individual Student Mentoring for Teacher Professionalism in English Preservice Teacher Education

Abstract

Mentoring in preservice education is a key success factor, because not only can it transform the preservice teacher as the mentee, but also develop the mentor teacher professionally. This prelimenary study to find the impact of individual student mentoring was inspired by the awareness of its potential multidimentional impact for teacher professionalism. Two research questions guided this study. The first question is to find out the impact of this individual student mentoring from the student mentee’s point of view in terms of four dimensions, namely: psychological or emotional support, support for setting goals and choosing a career path, academic subject knowledge support, and a role model. The second research question explores how this kind of mentoring developed the mentor teacher professionally. Data were collected from the students in the form of questionaire and written reflection, and from the mentor teacher in the form of written reflection. Data were analyzed separately to attend to each reseach question. The findings show that the preservice students experienced the four dimensions in their individual mentoring, while the mentor teacher developed herself professionally in 3 areas, which were interactional skills, self-awareness, and attitude. The implication of the findings is discussed at the end.

Rola szkolnego opiekuna praktyk w świetle analizy rozmów pohospitacyjnych z przyszłymi nauczycielami języka francuskiego

“…Istnieje wiele mniej lub bardziej wyczerpujących definicji mentoringu, w zależności od podejścia badaczy i kontekstu, do jakiego się odnoszą (zob. Wati, 2020). Jako punkt wyjścia dla potrzeb obecnych rozważań wybrałam syntetyczną definicję, jaką podają w swojej książce Opiekun stażu jako refleksyjny praktyk Elsner i Taraszkiewicz (2002: 54):…”

Voice of EFL mentor teachers: Mentorship for mutual professional development.

“…In the Indonesian context, generally, previous research studies have focused on pre-service teachers' professional learning during teaching practice (See Abdullah et al, 2020;Hapsari & Ena, 2019;Iqbal & Nuraeni, 2017;Iswandari, 2017;Raharjo & Iswandari, 2019;Wati, 2020). Findings from these numerous research papers can be categorized into several themes related to their involvement in teaching practice programs: pre-service teachers' role, types of professional identity tensions and strategies, classroom management, mentoring support in Local Teaching Practice (LTP), and International Teaching Practice (ITP) settings.…”