ENSURING ALL-ROUND TEACHER TRAINING AT THE UNIVERSITY FOR DEVELOPMENT STUDIES: THE SWAY OF THE PRACTICING SCHOOLS' MENTORS ON STUDENT TEACHERS

Author's Name: Agoke william, PufaaEsinam Felicia & Tawiah Grace
Subject Area: Social Science and Humanities
Subject Education
Section Research Paper

Keyword:

Student teachers, Mentors, Sway, Practicing Schools, Teaching Practice


Abstract

This study aimed at examining the influence of practicing school mentors on student teachers from the University for Development Studies during their off-campus teaching practice programme. The study adopted a descriptive research design using simple random sampling to sample90 student teachers out of the150 at the Department of Basic Education in the Faculty of Education, University for Development Studies - Ghana. Questionnaire and interview were the main data collection tools used whilst the data obtained were analysed using statistical package for service solution (SPSS) version 22 and the qualitative data were subjected to descriptions and narrations. The study revealed that practicing schools mentors make most of the student teachers to consider teaching as their career profession. It became clear that the practicing school mentors assist student teachers to build strong and effective classroom management skills, appropriate use of varied teaching and learning materials, identify and work with children with special needs. It also became known that student teachers acquire lesson delivery and confidence during the On-Campus teaching practice section not during the off-campus teaching practice programme. The study, therefore, recommends that more attention should be paid to on-campus teaching practice since that is where most of the student teachers build their confidence. The university authority should collaborate with the head teachers of the cooperating schools to ensure that the school mentors be have professionally to serve as a role models for the student teachers. The University should encourage student teachers to constantly consult their mentors during the teaching practice period.

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