Assessing the Helpfulness of School-Based Mentors in the Nurturing of Student Teachers’ Professional Growth on Teaching Practice

Abstract

The study sought to assess the helpfulness of school-based mentors in the nurturing of professional development of student teachers on teaching practice. The study adopted a qualitative case study design in which a purposeful sample of twenty-five final Bachelor of Education students participated. Open ended questionnaires were used as the main and sole data collection tool. Content analysis was used to analyse data thematically after coding. The study found that school-based mentors were generally helpful to student teachers in numerous areas ranging from record making and keeping to classroom management. There were concerns of some mentors who only waited for students to ask for assistance. The study concluded that attaching trainee teachers to mentors is a good approach which could be further enhanced by adequately preparing mentors for their roles. Recommendations are made.

DOI: 10.5901/mjss.2014.v5n7p402