ASSESING MENTORING PRACTICES OF PRE-SERVICE EFL TEACHERS AT SELECTED EDUCATION COLLEGES

Abstract

This study sought to assess whether mentoring techniques for preparing EFL student teachers for practicum placements benefit their professional development. Sequential exploratory design was used to assess the effectiveness of preservice EFL student teachers professional development based on five-factor mentoring model. The participants of the study were 20 purposely selected student teachers, 10 cooperating teachers and 5 tutors in phase one, and in phase two, 283 student teachers from four education colleges. The mentees participated in two round semi structured interviews: pre-mentoring and while mentoring practices. The cooperating teachers and tutors also participated in semi-structured interview during mentoring practices. Besides, document analysis were carried out. In phase two, questionnaire was administered to 283 pre-service English teachers from four education colleges. Using SPSS version 16, descriptive statistics were employed to examine the collected data. The results of the research indicated that mentees faced several challenges during their mentoring relationship. Mentors assigned for student teachers had insufficient training to carry out their roles and responsibilities. Because of the mentors' outdated methods of mentoring, some of the respondents expressed uncertainty about their mentoring relationship. The research indicated that a thorough modification of pre-service mentorship program is necessary. Extended training maximizes the mentoring program's effectiveness, accelerates the professional development of mentors and mentees, and improves language learners' communication skills. The findings could lead to better mentorship in EFL teacher training programs.