Ethiopian Preservice Primary Science Teachers’ Perceptions of Mentoring in Science Teaching

Abstract

ABSTRACT This study explores Ethiopian preservice primary science teachers’ perception of mentoring practices. Using a survey design, the Amharic translation of Mentoring for Effective Primary Science Teaching (MEPST) was administered to 239 graduating preservice science teachers, enrolled in four teacher education colleges. In addition, we interviewed 20 students, using semi-structured interviews, to better understand their perceptions of mentoring practices. For the survey, the analysis combined confirmatory factor analysis (CFA) and other relevant statistic to ensure the psychometric properties of MEPST-Amharic and to explore their perception of mentoring practices respectively. The fit indices were χ2 = 1184.287, df = 514, TLI = .905, CFI = .913, RMR = .074, RMSEA = .074 (p < .001) and a reliability value of.979. These verify that MEPST-Amharic has both factorial validity and internal consistency reliability. Most student indicated they (about 80%) did not benefit much from their teaching practices. The study also found that the mentors’ personal traits were unsupportive of mentees professional development. Majority of mentees were not introduced to the necessary policy and school documents. The professional knowledge of mentees was not reinforced with timely guidance and constructive feedback. Student responses also showed that mentors lacked personality of primary science teacher, thus, they found challenging to model their mentors’ science teaching. Moreover, the supports and feedbacks gained from mentors focus on class and time management issues and lesson plans respectively. To improve the mentoring practices, it is necessary to give mentors trainings in science-specific mentoring skills to make them an effective science teacher and mentor. Personal attributes and pedagogical knowledge of mentors should be emphasized.