THE IMPACT OF INDIVIDUAL STUDENT MENTORING FOR TEACHER PROFESSIONALISM IN ENGLISH PRESERVICE TEACHER EDUCATION
Mentoring in pre-service education is a key success factor, because not only can it transform the pre-service teacher as the mentee, but also develop the mentor teacher professionally. This preliminary study to find the impact of individual student mentoring was inspired by the awareness of its potential multidimensional impact for teacher professionalism. Two research questions guided this study. The first question is to find out the impact of this individual student mentoring from the student mentee’s point of view in terms of four dimensions, namely: psychological or emotional support, support for setting goals and choosing a career, academic support, and a role model. The second research question explores how this kind of mentoring developed the mentor teacher professionally. Data were collected from the students in the form of questionnaire and written reflection, and from the mentor teacher in the form of written reflection. Data were analyzed separately to attend to each research question. The findings show that the pre-service students experienced the four dimensions in their individual mentoring, while the mentor teacher developed herself professionally in three areas, which were interactional skills, self-awareness, and attitude. The implication of the findings is discussed at the end.
Campbell, C. M., Smith, M., Dugan, J. P., & Komives, S. R. (2012). Mentors and college student leadership outcomes: The importance of position and process. Review of Higher Education, 35(4), 595–625. https://doi.org/10.1353/rhe.2012.0037
Crisp, G. and, & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545. https://doi.org/10.1007/s11162-009-9130-2
Foord, D. (2009). The developing teacher. Delta Publishing.
Freeman, K. (1999). No services needed?: The case for mentoring high-achieving African American students. Peabody Journal of Education, 74(2), 15–26. https://doi.org/10.1207/s15327930pje7402
Fullan, A., Hargreaves, & M. (2010). Mentoring in the new millenium. Theory Into Practice, 5841(907004935), 37–41. https://doi.org/10.1207/s15430421tip3901
Hudson, P. (2010). Mentors report on their own mentoring practices. Australian Journal of Teacher Education, 35(7), 30–42. https://doi.org/10.14221/ajte.2010v35n7.3
Izadinia, M. (2015). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? Professional Development in Education, 42(3), 387–402. https://doi.org/10.1080/19415257.2014.994136
Kuswandono, P. (2014). University mentors’ views on reflective practice in microteaching: Building trust and genuine feedback. Reflective Practice, 15(6), 701–717. https://doi.org/10.1080/14623943.2014.944127
Kuswandono, P. (2017). Mentor teachers’ voices on pre-service english teachers’ professional learning. Indonesian Journal of Applied Linguistics, 6(2), 213–221. https://doi.org/10.17509/ijal.v6i2.4846
Matsko, K. K., Ronfeldt, M., Nolan, H. G., Klugman, J., Reininger, M., & Brockman, S. L. (2020). Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness? Journal of Teacher Education, 71(1), 41–62. https://doi.org/10.1177/0022487118791992
Mee-Lee, L., & Bush, T. (2003). Student mentoring in higher education: Hong Kong baptist university. Mentoring and Tutoring: Partnership in Learning, 11(3), 263–271. https://doi.org/10.1080/1361126032000138319
Mena, J., García, M., Clarke, A., & Barkatsas, A. (2015). An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings. European Journal of Teacher Education, 39(1), 53–76. https://doi.org/10.1080/02619768.2015.1011269
Nora, A., & Crisp, G. (2007). Mentoring students: Conceptualizing and validating the multi-dimensions of a support system. Journal of College Student Retention: Research, Theory and Practice, 9(3), 337–356. https://doi.org/10.2190/CS.9.3.e
Nouwen, H. (1997). Bread for the journey. New York: HarperCollins Publishers.
Oliver, P. (2003). The student’s guide to research ethics. New York: Open University Press.
Orland-Barak, L., & Wang, J. (2020). Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform. Journal of Teacher Education. https://doi.org/10.1177/0022487119894230
Perry, N. E., Hutchinson, L., & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated reading and writing. Reading and Writing Quarterly, 23(1), 27–50. https://doi.org/10.1080/10573560600837636
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158–177. https://doi.org/10.1177/0033688208092182
Sulistiyo, U., Mukminin, A., Abdurrahman, K., & Haryanto, E. (2017). Learning to teach: A case study of student teachers’ practicum and policy recommendations. Qualitative Report, 22(3), 712–731.
Timperley, H. (2001). Mentoring Conversations Designed to Promote Student Teacher Learning. Asia-Pacific Journal of Teacher Education, 29(2), 111–123. https://doi.org/10.1080/13598660120061309
Wexler, L. J. (2019). ‘I would be a completely different teacher if I had been with a different mentor’: Ways in which educative mentoring matters as novices learn to teach. Professional Development in Education, 46(2), 211–228. https://doi.org/10.1080/19415257.2019.1573375