UPSI Digital Repository (UDRep)
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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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