Mentoring practices of novice TESL teachers in Malaysian secondary schools
The study aimed to examine the mentoring practices applied by TESL mentor teachersto support novice TESL teachers in secondary schools in the Malaysian context. The mentoring practices consisted of five elements, Personal Attributes, System Requirements,Pedagogical Knowledge, Feedback and Modelling....
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | eng |
| Published: |
2019
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6750 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The study aimed to examine the mentoring practices applied by TESL mentor teachersto support novice TESL teachers in secondary schools in the Malaysian context. The mentoring practices consisted of five elements, Personal Attributes, System Requirements,Pedagogical Knowledge, Feedback and Modelling. These elements were adapted from HudsonsFive-Factor Mentoring Model to identify the mentoring practices. This study also investigatedthe perception of novice TESL teachers and TESL mentor teachers on the mentoring programme.This study employed convergent parallel design. Both quantitative and qualitative methodswere triangulated in data collection, which involved a total of four School ImprovementSpecialist Coach Plus (SISC+) officers, 40 Teaching English as Second Language (TESL) mentorteachers and 60 novice TESL teachers. The participants and schools were selected throughconvenience and purposive sampling. The data collection instruments implemented weredocument analysis of the course plan (Panduan Pembangunan Guru Baharu- PPGB 2015),semi-structured interviews and survey questionnaires. Based on the findings gathered, 70%of novice TESL teachers stated they felt supported by the mentoring practices applied bytheir mentor teachers. 90% of mentor teachers stated that their mentoring practices have beenhelpful for novice TESL teachers to adapt in the school. Based on the semi-structured interviews,some of the emerging themes were communication, teaching methods and feedback, which werecategorised under Hudsons Five-Factor Mentoring Model. Some mentor teachers stated thatthe mentoring caused them pressure and they did not have allocated space and time tomentor novice TESL teachers. The implication derived from this study is mentoring programme fornovice TESL teachers is really helpful and vital to support these novice TESL teacher to embark ontheir journey in schools. Thus, mentor teachers should play an effective role in mentoring noviceTESL teachers, and mentoring programme shouldbe strengthened and updated at all times. |
|---|