Abstract:
Mentoring is considered as an integral part of teacher education to change the attitudes and beliefs; and improve personal and professional knowledge and skills of teacher educators and trainees (Michael, 2008). The newly recruited teachers at all levels have to face different challenges in their work places in the areas of contents, pedagogy, resources, and emotion (Johnson, 2006). This paper intended to investigate the status of mentoring teacher educators at a government Teachers’ Training College (TTC) in Bangladesh; what supports a newly recruited teacher educator requires; and how the mentoring can be included in TTCs as a tool for professional development of teacher educators. This qualitative study employed FGI (Focus Group Interview) with five teacher educators; and semi-structured interview with the principal of the college. Collected data were transcribed, coded, and categorized based on the themes of the research questions. The study revealed that there is no formal mentoring of the newly recruited teacher educators; novice teacher educators require emotional and pedagogical supports; and administrative initiative is required to include mentoring at the TTCs. The study recommends that mentoring should be immediately introduced to all TTCs as their responsibility is to educate and train the secondary teachers of the country. If mentoring is introduced to the TTCs, the teacher educators would possess positive attitudes, professional knowledge and skills; and they (teacher educators) would influence the secondary teachers to mentor their students for achieving quality education and better future.
Keywords: Mentoring, Professional Development, Teacher Educator
Download the full-text from ResearchGate
Journal: NAEM JOURNAL
Volume: 14, Issue: 27
ISSN 1997- 4248
Published: July 2019
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Cover Page: NAEM JOURNAL |
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