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The Impact of the Professional Learning and Psychological Mentoring Support for Teacher Trainees

Author(s): Christina Peter Ligadu

Journal: Journal of Social Sciences
ISSN 1549-3652

Volume: 8;
Issue: 3;
Start page: 350;
Date: 2012;
Original page

Keywords: Mentoring relationships | teacher mentors | mentees | professional and psychological mentoring support

Problem statement: Mentoring practices have been an important part of the practicum in initial teacher training. The purpose of this study was to investigate the impact of a mentoring program for teacher mentors and mentees. It also explored the factors that influenced the impact of the mentoring program. This study was conducted in two secondary schools in the state of Sabah, Malaysia. Approach: Nine mentees and twelve teacher mentors participated in the study. A qualitative, case study was utilized to investigate the impact of the mentoring program and the factors that influenced the impact. Combined data sources from semi-structured interviews, focus group discussion and document review were used to gather data the in mentoring experiences in the study. Results: The results indicated that the impact of the program was varied but generally positive for both mentees and mentors, professionally and personally. Factors that impacted the mentoring program identified were classroom practices support, peer mentoring, mentoring relationships and interpersonal communications, personal qualities and attitudes, reflective practices and teaching observations. Major constraints identified were availability of mentors, particularly and mentees, time and timing and negative personal qualities and communication skills of both mentors and mentees. Cultural factors also seem to have influenced of the mentoring process. Conclusion: The study overall provides insights and guidelines for modifications to the revised mentoring program and recommendations for SESD, UMS, schools, higher education institutions and education policy makers and for further research.
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