Cooperating teachers provide the guidance sought by teacher trainees when they are away from college in the practicing schools and in the absence of the college tutors. This study sought to establish the extent to which this mentorship role is played by analyzing the mentoring relationship between cooperating primary school teachers and teacher trainees during teaching practice.
The objectives of the study were to find out how the cooperating primary school teachers mentored the teacher trainees on: schemes of work and lesson plans; selection and application of instructional methods; lesson presentation and on professional ethics. The theoretical frame work used was based on developmental supervision theory by Glickman (2003). The study adopted a descriptive survey research design. It targeted cooperating teachers from 26 public primary schools from Kakamega and Vihiga Counties in Western Kenya and the student teacher trainees of Eregi and Kaimosi Teachers College who had undertaken teaching practice in the targeted primary schools.
Two cooperating teachers who had handled teacher trainees during teaching practice for at least one year were selected from the schools through simple random sampling. For teacher trainees, focus was on approximately 1000 second year students who had done at least two teaching practice sessions. The teacher trainees were stratified into male and female from which 30% were selected from each gender through simple random sampling method. Questionnaires and interview schedules were used as data collecting instruments.
The data collected was analyzed both quantitatively and qualitatively. Frequency tables were used to present the quantitative data, while qualitatively data was thematically analyzed as per the objectives. The analysis revealed that, majority of the cooperating teachers rarely did assist teacher trainees in preparation of schemes of work and lesson plans, selection and application of instructional methods and lesson presentation.
On professional ethics, it established that, majority of the cooperating teachers often guided teacher trainees in the maintenance of discipline in class. Consequently, the study recommended that, cooperating teachers should check the trainees’ lesson preparation to confirm that, the topics allocated to them are effectively taught; that provision be made for both to regularly discuss the instructional methods before lesson presentation.
Table of Contents
CHAPTER ONE INTRODUCTION TO THE STUDY
1.0 Introduction
1.1 Background of Study
1.4 Objective of the Study
1.5 Research Questions
1.6 Justification of the Study
1.7 Significance of the Study
1.8 Scope of the Study
1.9 Limitations of the Study
1.10 Assumptions of the Study
1.11 Theoretical Framework
1.12 Conceptual Framework
1.13 Operational Definition of Terms
1.14 Chapter Summary
CHAPTER TWO LITERATURE REVIEW
2.0 Introduction
2.1 Teacher Education in Kenya
2.2 The Role of Teacher Mentoring in Teacher Education Reform
2.3 Schemes of Work and Lesson Plan Preparation
2.4 Use of Instructional Methods in the Teaching/Learning Process
2.5 Monitoring and Evaluation of Lesson Presentation
2.6 Indicators in Monitoring and Evaluation
2.7 Professional Ethics in the Teaching Profession
2.7.1 Studies done in Other Parts of the World
2.7.2 Studies Done in Kenya
2.8 Chapter Summary
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Research Methodology
3.2 Area of Study
3.3 Study Population
3.4 Sample Size and Techniques
3.5 Data Collection Instruments
3.5.1 Questionnaires
3.5.2 Interview Guide
3.6 Validity and Reliability of the Research Instruments
3.6.1 Validity of the Research Instruments
3.6.2 Reliability of the Research Instruments
3.7 Ethical Considerations
3.8 Data Collection and Analysis Procedure
3.8.1 Data Collection Procedures
3.8.2 Data Analysis Procedures
3.9 Chapter Summary
CHAPTER FOUR DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION
4.0 Introduction
4.1 Biographical Information of the Teacher Trainees and the Cooperating Teachers
4.1.1 The Age of the Teacher Trainees
4.1.2 The Age of Cooperating Teachers
4.1.3 Teaching Practice Sessions Attended by the Teacher Trainees
4.1.4 The Duration the Cooperating Teachers had Handled Teacher Trainees During Teaching Practice
4.1.5 Cooperating Teachers Level of Professional Training
4.1.6 Cooperating Teachers Teaching Experience
4.1.7 Cooperating Teachers Administrative Roles in School
4.1.8 Frequency on Teaching Practice Management Induction Courses Attended by Cooperating Teachers
4.1.9 Working time Spent by Cooperating Teachers on Teacher Trainees per day during Teaching Practice
4.20. Information on Sharing of the Staffroom Between the Teacher Trainee and The Regular Teachers
4.2 Preparation of Schemes of Work and Lesson Plans by Teacher Trainees
4.3 Guidance on Instructional Methods to the Teacher Trainees
4.4 Monitoring and Evaluation of Lesson Presentation by the Cooperating Teachers
4.5 Provision of Guidance on Professional Ethics to Teacher Trainees by the Cooperating Teachers
4.6 Teacher Trainees Perception on Mentoring Relationship Between them and the Cooperating Teachers
4.6.1 Trainees Response in the Choice of Their Perception on the Mentoring Relationship
4.7 Responses from Cooperating Teachers on the Improvement of the Mentoring Relationship between them and the Teacher Trainees
4.8 Chapter Summary
CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
5.1 Summary of the Findings
5.2 Conclusions
5.3 Recommendations
5.4 Suggestion for Further Research
Research Objectives and Topics
This study aims to analyze the extent and quality of the mentoring relationship between cooperating primary school teachers and teacher trainees during their teaching practice in Kakamega and Vihiga counties, Kenya, with the ultimate goal of identifying ways to improve this critical professional support system.
- Mentoring dynamics between cooperating teachers and teacher trainees.
- Support provided during the preparation of schemes of work and lesson plans.
- Guidance regarding the selection and application of instructional methods.
- Monitoring and evaluation processes for lesson presentations.
- Guidance on professional ethics within the teaching profession.
Excerpt from the Book
1.1 Background of Study
Teachers’ colleges and universities introduce student teacher trainees to the art or science of teaching, its theory and its practice. It is during the actual Teaching Practice in school or a learning environment, that teacher trainees apply the theoretical knowledge they have acquired in college to complete for themselves what they learnt in college. From my experience as a teacher, I have observed that knowledge is not enough if one doesn’t know how to pass it on, training is not enough if one has no knowledge to pass on and experience is not enough unless one learns by it. Cooper (2006) says, teacher trainees working with mentors or experienced colleagues allows them to obtain another perspective and a new idea regarding classroom problems.
Farrant (2009) observes that, preparing to teach can be an anxious and busy time, whether it is for a spell of teaching practice or in anticipation of a first appointment. Beginning teaching can be a difficult experience, this is so because it requires many skills which the teacher trainee has little opportunity to develop, this then requires that, an experienced teacher is requires to guide the novice teacher to grow and get established in the profession.
Teacher education programs provide policies and procedures designed to equip prospective teachers with the knowledge, attitude, behavior and skills they require to perform their tasks effectively in the classroom, school and the wider community. It is the responsibility of the mentor as an experienced teacher to induct the teacher trainee into the profession. According to Wang & Odell (2000), mentors are experienced teachers who, as part of their professional assignment guide the pre-service or beginning teachers as they learn to teach.
Summary of Chapters
CHAPTER ONE INTRODUCTION TO THE STUDY: This chapter provides an overview of the research, covering the background of the problem, research objectives, and the theoretical framework based on Glickman’s developmental supervision theory.
CHAPTER TWO LITERATURE REVIEW: This chapter examines existing literature on teacher education in Kenya, the role of mentoring, lesson planning, and monitoring/evaluation to establish the context of the study.
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY: This chapter outlines the descriptive survey research design, sampling techniques, and data collection methods utilized to gather evidence from trainees and cooperating teachers.
CHAPTER FOUR DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION: This chapter presents the collected empirical data through frequency tables and discusses the findings regarding the mentoring roles performed by cooperating teachers.
CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS: This chapter provides a synthesis of the research results, draws conclusions based on the objectives, and offers practical recommendations for educational stakeholders.
Keywords
Teacher Education, Mentoring Relationship, Teaching Practice, Cooperating Teachers, Teacher Trainees, Professional Development, Lesson Planning, Instructional Methods, Classroom Monitoring, Professional Ethics, Curriculum Implementation, Kenya, Supervision, Pedagogical Skills, Induction
Frequently Asked Questions
What is the primary focus of this research study?
The study investigates the nature and quality of the mentoring relationship between cooperating primary school teachers and student teacher trainees during teaching practice in the Kakamega and Vihiga regions of Kenya.
What are the central themes examined in the study?
The core themes include lesson planning assistance, the selection and implementation of instructional methods, the effectiveness of monitoring and evaluation, and the guidance provided regarding professional ethics.
What is the main objective of the thesis?
The primary goal is to determine the extent to which cooperating teachers perform their mentorship roles and to identify potential improvements to make the practicum experience more effective for trainees.
Which scientific methodology was employed?
The study utilizes a descriptive survey research design employing a mixed-methods approach, analyzing data both quantitatively through questionnaires and qualitatively through structured interviews.
What subjects are covered in the main body of the work?
The main body focuses on teacher education history in Kenya, the theoretical framework of developmental supervision, existing research on mentoring, and detailed data analysis regarding the specific support activities offered by mentors.
What are the defining keywords for this study?
Key terms include Teacher Education, Mentoring Relationship, Teaching Practice, Cooperating Teachers, and Professional Development, among others.
Why are cooperating teachers considered essential for the success of teaching practice?
Cooperating teachers are viewed as the most immediate and accessible mentors who provide consistent day-to-day guidance, as opposed to college supervisors who can only make intermittent visits.
What does the study conclude regarding the current state of mentoring in the investigated regions?
The study concludes that while cooperating teachers have the capacity to mentor, their involvement is currently minimal and often restricted, largely due to a lack of formal induction and unclear roles.
What specific recommendations does the author provide for policy planners?
The author recommends that training colleges should organize formal induction courses for cooperating teachers and consider providing incentives or recognition for their mentoring contributions.
- Quote paper
- Mageto Charles (Author), 2015, Mentoring the Relationship Between Cooperating Primary School Teachers and Teacher Trainees During Teaching Practice, Munich, GRIN Verlag, https://www.grin.com/document/376901
