Mentoring Support of Cooperating Teachers: Insights from Filipino Practice Teachers

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH International Journal of Educational Sciences Pub Date : 2021-07-05 DOI:10.31901/24566322.2021/34.1-3.1193

Rudolf T. Vecaldo

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Abstract

ABSTRACT The literature reveals the indispensable role of mentoring in practice teaching. However, little is known about the mentoring support the Filipino cooperating teachers (CTs) extended to their practice teachers (PTs). Also, no study has been conducted yet on mentoring using a constructively aligned scale with the Philippine Professional Standards for Teachers (PPST). Through sequential explanatory mixed-method design, this study determined the extent of CTs’ mentoring support from the viewpoint of the PTs. There were 840 PTs (680 females, 160 males) from a public university who participated in the survey using the Mentoring Practices Scale. Besides, 25 randomly selected PTs’ portfolios were content analysed to substantiate the quantitative data. Findings revealed that the CTs provided mentoring to a very great extent along with personal, career, professional knowledge, instructional process, and role modelling supports. Indeed, though preliminary research, this study serves as a take-off for strengthening the mentoring activities to benefit both Filipino CTs and PTs.

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合作教师的辅导支持:来自菲律宾实践教师的见解

文献揭示了师徒在实践教学中不可或缺的作用。然而，菲律宾合作教师对实习教师的师徒支持却知之甚少。此外，还没有研究使用与菲律宾教师专业标准(PPST)建设性一致的量表进行指导。本研究通过序贯解释混合法设计，从被试的角度来确定被试的辅导支持程度。共有来自某公立大学的840名PTs(680名女性，160名男性)使用师徒实践量表参与了调查。并随机抽取25个PTs的投资组合进行内容分析，以充实定量数据。调查结果显示，辅导员在个人、职业、专业知识、教学过程和角色榜样方面提供了很大程度的指导。虽然是初步的研究，但本研究为加强指导活动，使菲律宾的ct和PTs受益提供了一个起飞。

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International Journal of Educational Sciences EDUCATION & EDUCATIONAL RESEARCH-

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