Influence of Mentor-Mentee Interaction Patterns on Student Teachers’ Learning to Teach in Public Secondary Schools During Teaching Practicum
Abstract
This study examined the contribution of mentor-mentee interaction patterns on student teachers’ learning to teach during Teaching practicum (TP). The study objectives are: (i) to understand the interaction patterns between mentor teachers and student teachers during teaching practicum, (ii) to establish how those interaction patterns develop student teachers’ learning to teach. This study adopted a qualitative research approach using in-depth face-to-face interviews conducted twice for each interviewee of not less than forty (40) minutes as part of data collection. The interviews were carried out to six (6) third-year student-teachers who were posted in two neighbouring public secondary schools as their TP sites. The study found that: Mentorship relies much on interpersonal relationships and interaction patterns between student teachers and their mentor teachers. Four (4) possible interaction patterns in TP stations were identified. In practice, there is mentor teacher – student teacher, student teacher – students, student-teacher - student teacher, student teacher – resources interactions. Teacher education programs, policies, and documents recognize and have been stressing the importance and role of mentoring in student teachers, as part of their professional development. Student teachers have had higher expectations of the teachers they want to be in the future, but their way through mentor support is unclear and once they face “reality shock” during TP their efficacy becomes low. This leads to less motivation for a teaching career and increases the attrition rate of future teachers. In-service teachers do not assume the crucial role of assisting student teachers in learning to teach. In such circumstances, some student teachers have been struggling to develop their professional future due to limited mentorship in secondary schools. The study recommends enhanced teacher training programs and continuous in-service professional development models to accommodate sensitive mentorship skills
Downloads
References
Agustiana, V. (2014). Pre-Service teachers’ anxiety during teaching practicum. English Review: Journal of English Education, 2(2), 174-182.
Albakri, I.S.M.A., Abdullah, M.H. & Jusoh, A.J. (2017). Lessons from experience: ESL student teachers’ reflection during practicum through reflective journals. Studies in English Language and Education, 4(2), 226-234, 2017.
Arshavskaya, E. (2016). Complexity in mentoring in a pre-service teacher practicum: A case study approach. International Journal of Mentoring and Coaching in Education, 5(1), 2–19.
Binde, A.L. (2010). Conceptions of Mathematics teacher education: Thoughts among teacher educators in Tanzania. Åbo: Åbo Academy University Press.
Chilumika, N. (2013). Teacher educators’ professional development for implementing competence-based curriculum: A case of teachers’ colleges in Tanzania (Unpublished M. A. Education Thesis). Northeast Normal University. Changchun.
Darling-Hammond, L., Holtzman, D.J., Gatlin, S.J., and Heilig, J.V. (2005). “Does teacher preparation matter? Evidence about teacher certification, teach for America and teacher effectiveness.” Education Policy Analysis Archives 13 (42).
Filipatali, T. (2013). Evaluation of professional development initiatives for science tutors in Diploma Teachers colleges in Tanzania (Unpublished M. Ed Science thesis). University of Dar es Salaam: Dar es Salaam.
Golombek, P. R., & Johnson, K. E. (2017). Re-conceptualizing teachers’ narrative inquiry as professional development. Profile Issues in Teachers’ Professional Development, 19(2), 15-28.
Goh, P. S. and Matthews, B. (2011) "Listening to the concerns of student teachers in Malaysia during teaching practice," Australian Journal of Teacher Education: 36, 3.
Granott, N. (1993). Patterns of Interaction in the Co-Construction of Knowledge. In H. Wozniak & K. W. Fischer (Eds.), Development in Context. Acting and Thinking in Specific Environments. Hillsdale, New Jersey: LEA.
Hobson, A., & Malderez, A. (2013). Judge mentoring [sic] and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2(2). 89108.
Humman, D. & Romano, J. E. (2009). The desired cooperator: pre-service preferences and roleconfusion during the teaching practicum. Current Issues in Education, 11(4),
Klassen, R.M. & Durksen, T.L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158-169.
Kelly, P. (2006). What is Teacher Learning? A Socio-cultural Perspective. Oxford Review of Education, 32(4), 505-519.
Kvale, S. (1996). Interviews an Introduction to Qualitative Research Interviewing. Washington DC: Sage Publications.
Langdon, F. J. (2014). Evidence of mentor learning and development: An analysis of New Zealand mentor/mentee professional conversations. Professional Development in Education, 40(1), 36–55.
Langdon, F. J. (2017). Learning to mentor: Unravelling routine practice to develop adaptive mentoring expertise. Teacher Development, 21(4), 528–546.
Mannathoko, M. C. (2013). Does teaching practice effectively prepare student-teachers to teach creative and performing arts? The Case of Botswana. International Journal of Higher Education, 2(2).
MdYunus, M., Hashim, H., MohdIshak, N., and Mahamod, Z. (2010). Understanding TESL pre-service teachers’ teaching experiences and challenges via post practicum reflection forms. Procedia Social and Behavioral Sciences, 9, 722-728.
MoEVT. (2018). Basic education statistics in Tanzania. Dar es Salaam: Ministry of Education and Vocational Training.
Mugenda, O.M. & Mugenda, A.G. Research methods, quantitative and qualitative approaches. Nairobi: Nairobi ACT Press.
Mwamakula, F. (2020). Teaching practicum reflective practices and identity construction among student teachers. International Journal of Education and Research, 8(5), 43–52.
Mwamakula, F. (2023). Nurturing the dispositions and identities for student teachers’ professional development: A critical review. Randwick International of Education and Linguistics Science (RIELS) Journal, 4(3), 500- 508. https://doi.org/10.47175/rielsj.v4i3.788
Namamba, A, & Rao, C. (2017). Preparation and professional development of teacher educators in Tanzania: Current practices and prospects. Journal of Education and Practice. 8(8).
Neal, G, Mullins, T, Reynolds, A, Angle, M, (2013). Global collaboration in teacher education: A Case Study. Creative Education, 4(9), 533-539.
Orland-Barak, L. (2014). Mediation in mentoring: A synthesis of studies in teaching and teacher education. Teaching and Teacher Education, 44, 180–188.
Orzolek, D.C. (2018). College teaching: lessons learned. College Teaching, 66(3), 124-129.
Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 4.
Ralph, E., & Walker, K. (2013). The promise of adaptive mentorship: What is the evidence? International Journal of Higher Education, 2(2), 76-85.
Ralph, E.G. & Walker, K.D. (2014). Mentorship in the practicum: Post-Interns’ Perspectives. International Journal of Humanities and Social Science, 4(8), 1–10.
Richter, D., Kunter, M., Ludtke, O., Klusmann, U., Anders., Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers development in the first years of practice. Teaching and Teacher Education, 36, 166-177.
Rissanen, I; Kuusisto, E; Tuominen, M & Tirri, K. (2018). In search of growth mindset of pedagogy: A case of one teacher’s classroom practices in Finish elementary schools. Teaching and Teacher Education Journal, 77 (2019) 204-213.
Sedumedi, T.D.T. & Mundalamo, F.J. (2014). School mentors’ assessment of science student teachers during teaching practicum.Mediterranean Journal of Social Sciences, 5(20), 1511-1520.
Seidman, I. (2006). Interviewing as qualitative research: A guide for Researchers in Education and the Social Science (3rd Ed.). New York: Teachers College Press.
Starkey, L., & Rawlins, P. (2012). Student teacher learning during practicum experience. Tean Journal, 4(1), 1-19.
Tanzania Commission for Universities (TCU). (2019). Undergraduate students admission guide book for higher education institutions in Tanzania 2019/2020. Dar es Salaam: Tanzania Commission for Universities.
TCU. (2017). Quality assurance: General guidelines and minimum standards for provision of university education in Tanzania 2nd ed. Dar es Salaam: Tanzania Commission for Universities.
Tekel, E., Bayir, Ö.Ö., & Dulay, S. (2022). Teaching Practicum During the Covid-19 Pandemic: A Comparison of the Practices in Different Countries. International Journal of Progressive Education, 18(2), 71 – 86.
Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36(2), 153-168.
Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education, 64(3) 262 –275.
Vagi, R; Pivovarova, M. & Barnard, W. (2019). Dynamics of pre-service teachers’ quality. Teaching and Teacher Education Journal, 85(2019), 13-23.
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, New York: State University of New York Press.
Vygotsky, L. S. (1978). Mind in society. In M. Cole, V. John Steiner, S. Scribner, & E. Souberman (Eds.). Cambridge, US: Harvard University Press.
Warren, C.A. (2017). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169-183.
Wenger, E. (1998). Communities of Practice: learning, meaning and identity. New York: Cambridge University Press.
Wong, Y. M., Mansor, R., & Samsudin, S. (2015). The challenge of producing progressive teachers in Malaysia: A case study of reflective writings among UPSI student teachers. Geografia Online Malaysian Journal of Society and Space, 11(7), 21-32.
Yoon, J. & Kim, J. (2019). A sociocultural theoretical approach to understanding mentor–mentee interactions during a Teaching English as a Second Language practicum at the master’s degree level. Mentoring & Tutoring: Partnership in Learning, 27(1), 88–108.
Zeichner. K, & Paine, L. (2012). The Local and that Global in Forming Teaching and Teacher Education. Comparative Education Review, 56(4), 0010-4086.
Zhu, H. M., & Zhang, X. L. (2014). Understanding the process of pre-service EFL teachers’ reflective thinking on classroom interaction. Sino-US English Teaching, 11(3), 171-182.
Copyright (c) 2024 Frank Mwamakula
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.