Mentoring in pre-service teacher education: the case of a developing country, Kenya
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Date
2015-07
Authors
Ochanji, Moses Keya
Twoli, T. W.
Bwire, Adelheid M.
Maundu, J. N.
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Abstract
The subject of teacher mentoring has attracted worldwide attention in recent times. This
paper presents an account of a pre-service teacher-mentoring project undertaken in Kenya
through a partnership of Kenyatta University, Kenya and Syracuse University, USA. The
purpose of the study was to understand the effectiveness of the collaborative mentoring model
on pre-service teacher training. The implementation of the project employed an evaluative
survey design evaluating the mentoring process. Findings from the study indicated that the
collaborative mentoring has the capacity to enhance teacher development at the pre-service
level. However, there is no policy at the university or national level to guide the
implementation of mentoring in teacher education. The paper recommends the establishment
of a policy on teacher mentoring in pre-service teacher education at university and national
levels. Such a policy could address aspects such as the roles of each participant in the
mentoring process.
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Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015