The Relation between the Development of Competencies of Student Teachers and Advisory Instruction from Their Mentors

Abstract

  The purpose of this study is to examine the relation between the development of competencies of student teachers and advice from their mentors. The data was collected from 138 student teachers.

  Competencies that student teachers had developed through teaching practice were examined, and the following two points were clarified. First, student teachers said that they acquired competency in teaching, competency in understanding children, and a professional attitude as a teacher through the teaching practice. Second, student teachers said that they did not acquire competency in evaluation, competency in cooperation and collaboration, and professional knowledge through the teaching practice.

  Student teachers asked about advisory instruction received from their mentors during teaching practice, and it was found that they received a large amount of advisory instructions from teachers in teaching practice.

  The relation between development of competencies of student teachers and the advisory instruction from their mentors was examined, and the following two points were established. First, student teachers who received more instruction and support with regard to classroom teaching from mentors tended to develop competency in teaching, competency in evaluation, competency in understanding children, and a professional attitude as a teacher. Second, student teachers who received much instruction and support with regard to activities during teaching practice from their mentors tended to develop competency in evaluation and professional knowledge.