Trainee Teachers’ Views About The Role Of Mentors In Their Professional Development

Abstract

The study investigated the views of trainee teachers about the role of mentors in their academic and professional development. The other purposes were to find out whether trainee teachers valued mentors’ assessment of teaching practice; mentors’ behaviours valued by trainee teachers; and why mentors are important in professional development. The study employed the descriptive survey method and questionnaire instrument. The population of the study was 439 third year trainee teachers who had Just completed a yearlong school attachment programme. A sample of 198 trainee teachers was chosen using preferred sampling. Research assistants who were lecturers at Seke Teachers’ College administered the questionnaire. This ensured a 100% return of completed questionnaires. The study used EP16 programme for data capturing and SPSS programme to produce frequency distribution runs. It was found out that trainee teachers viewed lecturers as better placed to help in their academic development than the mentors, and that trainee teachers viewed mentors as better placed to help in their professional development than lecturers. The study recommended further research to compare the views of trainee teachers, mentors and lecturers about the role of mentors in the professional development of trainee teachers.