Cooperating teachers’ mentoring moves during internshipof early childhood pre-service teachers

Understanding the mentoring practices used by cooperating teachers to guide and support early childhood (EC) pre-service teachers’ learning-to-teach during internship(orpracticum)in a disadvantaged environment was the main purpose of this qualitative case study. Three EC pre-service teachers and their cooperating teachers were purposively selected from which data was collected through interviews, documents, classroom observations, and post conferences.Collecteddatawereanalyzedandthrough the analyses were identifiedcooperatingteachers’appropriate mentoring behaviors and practices. These mentoring behaviors and practices formed the themes which was usedas a ‘mentoring framework’during internship. The findings presented in this study has implications towards the development of mentoring, and the developed framework will serve as a guide towards the development of cooperating teachers’ capability for effectivementoring

MENTORING PRACTICES IN PNU PARTNER SCHOOLS : TOWARDS POLICY CREATION IN CAPACITY BUILDING OF COOPERATING TEACHERS FOR EFFECTIVE MENTORING

The practice of mentoring student teachers seeks the much needed intervention and reform in the preparation of future teacher professionals who will eventually implement the K-12 Curriculum in the Philippines. The present study investigated on the perception of student teachers on the way they were mentored during their practice teaching in the selected partner schools. Additionally, this paper presents the beliefs and practices of cooperating teachers which student teachers perceive to be effective in the mentoring process. Data gathered from surveys and interviews with student teachers and cooperating teachers for this study pointed the strengths of the mentoring program as well as pitfalls that need to be addressed. The cooperating teachers in the different partner schools identified elements which are believed to be areas of concern that make them feel the need to undergo capability building. The findings presented here are intended to inform the development of policies in building cooperating teachers‟ capability for effective mentoring