Investigating the impacts of mentoring experiences during teaching practicum on preservice teachers’ sense of preparedness for teaching: a case study on elt students at ud-ufls.
The purpose of this study was to investigate how mentoring experiences during the teaching practicum impact the sense of preparedness of pre-service teachers for the teaching profession. The study used a qualitative research design. Thirty-seven English Language Teaching (ELT) students in thei...
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| Autor principal: | |
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| Formato: | Bài viết |
| Lenguaje: | English |
| Publicado: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Materias: | |
| Acceso en línea: | https://data.ufl.udn.vn/handle/UFL/2121 |
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Sumario: | The purpose of this study was to investigate how mentoring experiences
during the teaching practicum impact the sense of preparedness of pre-service
teachers for the teaching profession. The study used a qualitative research design.
Thirty-seven English Language Teaching (ELT) students in their final year at The
University of Danang, University of Foreign Language Studies (UD-UFLS)
completed a survey questionnaire about their preparation before joining teaching
practicum, the support of their mentor teachers during that time and their
preparedness to teach after that. Additionally, fifteen pre-service teachers and four
mentor teachers from high schools joined an interview. Five random pre-service
teachers were also observed during their teaching practicum. Findings indicated
that pre-service teachers were well-supported by their mentor teachers, which
significantly influenced their sense of preparedness for teaching. In addition,
although pre-service teachers were moderately confident with their teaching skills
and knowledge, they showed their need to learn and practice more on assessment
skills and the support from the university. |
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