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Type :thesis
Subject :PE English
Main Author :Jasmeet Kaur Utumber Sigh
Title :Mentoring practices of novice TESL teachers in Malaysian secondary schools
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
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 study aimed to examine the mentoring practices applied by TESL mentor teachers to support novice TESL teachers in secondary schools in the Malaysian context. The mentoring    practices   consisted   of   five   elements,   Personal   Attributes,   System Requirements,   Pedagogical  Knowledge,  Feedback  and  Modelling.  These  elements were adapted from Hudson’s  Five-Factor Mentoring Model to identify the mentoring practices.  This  study  also  investigated   the  perception  of  novice  TESL  teachers  and TESL mentor teachers on the mentoring programme.  This study employed convergent parallel  design.  Both  quantitative  and  qualitative  methods   were  triangulated  in  data collection, which involved a total of four School Improvement  Specialist Coach Plus (SISC+) officers, 40 Teaching English as Second Language (TESL) mentor  teachers and  60  novice  TESL  teachers.  The  participants  and  schools  were  selected  through  convenience  and  purposive  sampling.  The  data  collection  instruments  implemented were   document  analysis  of  the  course  plan  (Panduan  Pembangunan  Guru  Baharu- PPGB  2015),   semi-structured  interviews  and  survey  questionnaires.  Based  on  the findings  gathered,  70%   of  novice  TESL  teachers  stated  they  felt  supported  by  the mentoring practices applied by  their mentor teachers. 90% of mentor teachers stated that their mentoring practices have been  helpful for novice TESL teachers to adapt in the school. Based on the semi-structured interviews,  some of the emerging themes were communication,  teaching  methods  and  feedback,  which  were   categorised  under Hudson’s  Five-Factor   Mentoring  Model.  Some  mentor  teachers  stated  that   the mentoring  caused  them  pressure  and  they did  not  have  allocated  space  and  time  to  mentor novice TESL teachers. The implication derived from this study is mentoring programme for  novice TESL teachers is really helpful and vital to support these novice TESL teacher to embark on  their journey in schools. Thus, mentor teachers should play an effective role in mentoring novice  TESL teachers, and mentoring programme should be strengthened and updated at all times.  

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