Authors:
Susan Galamay-Cachola, Saint Mary’s University, Philippines
Ma. Cristeta M. Aduca, Saint Mary’s University, Philippines
Federicia C. Calauagan, Saint Mary’s University, Philippines
Email: susangcachola@gmail.com
Published: December 1, 2018
https://doi.org/10.22492/ije.6.3.01
Citation: Galamay-Cachola, S., Aduca, Ma. C. M., & Calauagan, F. C. (2018). Mentoring Experiences, Issues, and Concerns in the Student-Teaching Program: Towards a Proposed Mentoring Program in Teacher Education. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.01
Abstract
Mentoring involves the process of experienced teachers teaching and guiding student-teachers on the different aspects of the teaching-learning process. This study aimed to determine the mentoring experiences of cooperating teachers and student-teachers using quantitative-qualitative design. Survey questionnaires based on Hudson’s model were distributed and interviews were conducted among cooperating teachers and student-teachers. Means, standard deviations, t-test for independent samples and paired samples t-test were used to analyze the data. Qualitative responses were analyzed and categorized thematically. Findings indicate that the cooperating teachers perceived they greatly mentored student-teachers in terms of personal attributes, system requirements, pedagogical knowledge, modeling, and feedback which were validated by the student-teachers except in the area of system requirements wherein they were mentored moderately. The study concluded that the cooperating teachers mentored to a great extent the student-teachers. Provision of continuing professional education for cooperating teachers to enrich their skills on mentoring student-teachers and more time for post-conference were recommended.
Keywords
feedback, pedagogical knowledge, personal attributes, modeling, system requirements