Abstract
This study investigates the issues in mentoring practise based on pre-service English language teachers’ perspectives about their mentoring experience. This study involved 56 pre-service teachers who had completed their practicum. The study used a quantitative data collection method whereby a questionnaire survey was distributed to the research participants. The data from the questionnaire was then analysed by using SPSS to generate descriptive statistics for item analysis. The findings were discussed based on five mentoring factors which are personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The findings show that modelling and pedagogical knowledge received among the lowest mean scores indicating the moderate satisfactory level of mentoring experience received by the pre-service teachers. The data also shows considerable issues in mentoring quality in terms of pedagogical knowledge. Based on the findings, one of the most crucial issues to be addressed was equipping mentor teachers with the knowledge and skill of mentoring. The mentor teachers need to be given a course and guidance on the key aspects of mentoring. A mentoring manual must be given to the mentors in order to guide them in providing quality and structured mentoring.
Highlights
One of the main concerns in upholding the quality of education in a country is to increase the quality of teacher training
The findings of what issues are faced by the pre-service teachers during the mentoring practise were discussed based on the five-factor mentoring model by Hudson (2004) that focuses on personal attributes, system requirements, pedagogical knowledge, modelling, and feedback
The findings of this study indicate that the pre-service teachers perceived their mentoring during practicum as satisfactory
Summary
One of the main concerns in upholding the quality of education in a country is to increase the quality of teacher training. Teacher training needs to emphasize and critically review areas that build pre-service teachers’ personal and professional development of knowledge and skills about effective teaching and learning (Alaa et al, 2019; Ismail et al, 2019; Sarudin et al, 2019a; Sarudin et al, 2019b; Tahir et al, 2020a; Tahir et al, 2020b). Pre-service teachers need to be equipped with values, skills, and knowledge to address the changing trend in teaching and learning (Ismail et al, 2019; Khatoony & Nezhadmehr, 2020; Navidinia et al, 2020; Omar & Kussin, 2017; WagiAlla, 2020; Yamirudeng & Osman, 2019). The attachment to schools helps pre-service teachers to cultivate and develop their role as teachers, explore the teaching career and understand the connection between theories and practise (Ambrosetti et al, 2017; Darling-Hammond et al, 2017; Ismail & Albakri, 2012)
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