Abstract
This study aimed to report the voice of mentor teachers towards pre-service English teachers’ professional development viewed from relational, developmental, and contextual components during school teaching practice programs. The study employed a descriptive case study. Utilizing the purposive sampling technique, four mentor teachers from public and private junior secondary schools participated in this study. The instrument used was an interview protocol, and the data were collected through a one-on-one interview using a voice recorder for gathering a comprehensive perspective towards the pre-service English teachers’ professional learning. The data were analyzed by using a coding system and employing coding cycles. The findings showed that all components—relational, developmental, and contextual—were found. The mentor teachers voiced their perspective and stressed the developmental component because they found that the pre-service English teachers experienced hindrances both externally and internally regarding teaching performance, classroom management, and motivation. These hindrances contribute to their professional development. This present study result implies a policy implementation related to the synchronization between collaborating schools and universities. The synchronization can be in terms of preparing the mentor teachers and providing the pre-service English teachers a supportive mentorship. Furthermore, the collaboration between schools and universities is also required in the exchange of valuable sources concerning educational instruction trends such as evidence-based practices in peripheral contexts, English teaching for students with diverse cultural backgrounds and academic competencies, and dissemination of best practices that have been implemented in schools for the formulation of teaching theories being taught through course subjects at teacher education departments in the universities.
Highlights
Teacher education program provides concrete experience under the mentor teachers’ guidance as one of the commonly employed professional induction processes (Zuljan & Vogrinc, 2007) for pre-service English teachers to learn in the real teaching context in order to be professional English teachers
This section presents the answer to the highlighted research question: How do mentor teachers perceive their pre-service teachers’ professional learning during the school teaching practice period viewed from relational, developmental, and contextual components in the Indonesian context mainly in the border area
Field experience in the teaching practice program enabled the PSETs to observe/experience the classroom management, demonstrate the theories they had learned on campus, validate the theories and re-create new teaching practices based on the given teaching context that might be different from the previously learned theory
Summary
Teacher education program provides concrete experience under the mentor teachers’ guidance as one of the commonly employed professional induction processes (Zuljan & Vogrinc, 2007) for pre-service English teachers (hereafter PSETs) to learn in the real teaching context in order to be professional English teachers. Many scholars have conducted a number of research studies on how mentoring and mentor teachers contribute to pre-service English teachers’ professional development. Echoing the similarity with the aforementioned research, Zuljan and Vogrinc (2007) examine mentees’ expectations towards their mentors. These mentees expressed their expectations using general terms and rarely mentioned expecting some encouragement related to thinking reflectively from their mentors. The mentor teachers anticipated the mentoring program by using their ideology and experience with mentorship
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