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Type :thesis
Subject :LB Theory and practice of education
Main Author :Calamlam, M. Josephine
Title :Mentoring learning to teach experiences of early childhood pre-service teachers in disadvantaged environment
Place of Production :Tanjong Malim
Publisher :Pusat Penyelidikan Perkembangan Kanak-kanak
Year of Publication :2019
Notes :with cd
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
The purpose of this study was to explore mentoring learning-to-teach experiences of early childhood  pre-service  teachers  in  disadvantaged  environment.  This  case  study was used   to  collect  qualitative  data  from three  early childhood pre-service  teachers, three   cooperating  teachers,  a  university supervisor  and  a  school principal who  were involved  in  this study. Triangulation using  multiple data sources for the themes and member participant  checking were used to validate the case study. Data from interview transcripts,  field  notes  of   classroom  observations,  pre-service  teachers’  reflective journals, and focused group discussion  were subjected to content and thematic analyses to answer the research questions. This study has  yielded these findings: (1) learning-to- teach  requires  content  knowledge,  understanding  of   pupils  and  how  they  learn, strategies for managing behaviors and organizing learning  environments, and the ability to  respond  to  dynamic  classroom  situations;  (2)  the  use  of   reflection,  personal characteristics, forming conference groups and taking action enabled the  participants to learn;  (3)  observation  and  unstructured  conference  were  identified  as   mentoring strategies  by  cooperating  teachers;  (4)  school  visits  conducted  by  the   university supervisors was considered  as  mentoring,  but  ineffective  due  to  limited   supervision time and the big number of interns they have to supervise; and finally, (5) elements of  mentoring  such  as  building  good  relationship  with  the  cooperating  teachers,  strong  support from the school leadership, open communication, and adjustment in teaching- learning styles  between interns and cooperating teachers have been experienced by the participants.  The findings  led to a conclusion that reflective mentoring strategies were used   by  cooperating  teachers  and   university  supervisors.   Furthermore,   multiple requirements  in  internship  made   learning-to-teach  a  vital  and  complex  process  that resulted  in  the  transformation  of  the   interns  who  adopted  dependent,  interested, involved, and self-directed modes as learning  strategies that enabled them to be resilient and responsive. The study implicates that   interlocking of learning-to-teach strategies and appropriate mentoring behaviors holds the  potential for the development of new learning and a constructive action for developing a mentoring  model for internship.  

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