Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum

Abstract

This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline. Data were gathered on 26 in-service practicum teachers through online observations, online journal reports, questionnaires, and reflection logs. Results showed that the practicum teachers were successful in using the approach to plan and implement effective interventions for their students and that they perceived the online mentoring approach as being very beneficial in supporting their learning. A more detail analysis of seven practicum teachers and their mentors indicated that their mentors engaged in eight types of online mentoring functions; the most frequently used were asking practicum teachers to elaborate, and valuing the practicum teachers’ contributions. The influence of the mentoring functions on the seven practicum teachers’ ill-structured problem solving is also discussed. The study offers evidence that asynchronous online mentoring and question prompts can enhance the professional development of both practicum teachers and mentors by helping them learn about and apply intervention strategies in solving real-world teaching problems.