Examining Community-Based Mentoring Experiences for Pre-Service Teachers: Positive Outcomes and Challenges
Saved in:
| Title: | Examining Community-Based Mentoring Experiences for Pre-Service Teachers: Positive Outcomes and Challenges |
|---|---|
| Language: | English |
| Authors: | Wang, Jiahui, Apraiz, Kristen |
| Source: | Excellence in Education Journal. Win 2018 7(1):38-60. |
| Availability: | Excellence in Education Journal. e-mail: eejeditor@gmail.com; Web site: http://www.excellenceineducationjournal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Mentors, Preservice Teachers, Teaching Experience, Teacher Education Programs, Practicums, State Universities, Program Implementation, Supplementary Education, Outcomes of Education, Faculty Development, School Community Programs, Partnerships in Education, After School Programs, Elementary School Students, Reflective Teaching, Professional Identity, Student Diversity, Cultural Awareness, Student Attitudes, Classroom Techniques, Student Needs, Stakeholders, Scheduling, Learning Activities, Bus Transportation, Mathematics Activities, Directed Reading Activity |
| ISSN: | 2474-4166 |
| Abstract: | Previous studies indicate that practicum experience is essential for pre-service teachers to develop understanding of effective teaching, professional identity, and culturally responsiveness. However, it is possible that first-year pre-service teachers are not ready to teach in a classroom with as many as 30 students which could present overwhelming issues in behavioral management problems, instructional design, and assessment. Instead, a one-to-one mentoring experience could be considered as a supplementary practicum experience for beginning pre-service teachers. The current study examines the implementation of a community-based mentoring experience for first-year pre-service teachers who were enrolled in a teacher education program at a state university in the southeastern United States. Data were collected through an internet-based survey administered to 54 pre-service teachers. The findings include the positive outcomes and challenges of the mentoring experience. Future directions of the mentoring experience to promote the professional development of pre-service teachers are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1210173 |
| Database: | ERIC |
| Abstract: | Previous studies indicate that practicum experience is essential for pre-service teachers to develop understanding of effective teaching, professional identity, and culturally responsiveness. However, it is possible that first-year pre-service teachers are not ready to teach in a classroom with as many as 30 students which could present overwhelming issues in behavioral management problems, instructional design, and assessment. Instead, a one-to-one mentoring experience could be considered as a supplementary practicum experience for beginning pre-service teachers. The current study examines the implementation of a community-based mentoring experience for first-year pre-service teachers who were enrolled in a teacher education program at a state university in the southeastern United States. Data were collected through an internet-based survey administered to 54 pre-service teachers. The findings include the positive outcomes and challenges of the mentoring experience. Future directions of the mentoring experience to promote the professional development of pre-service teachers are also discussed. |
|---|---|
| ISSN: | 2474-4166 |
