Teacher Mentoring for Effective Teacher Training and Development
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Date
2017-04
Authors
Ochanji, Moses K.
Twoli, Nicholas W.
Bwire, Adelheid M.
Maundu, John N.
Journal Title
Journal ISSN
Volume Title
Publisher
Teacher Education and Practice,
Abstract
The subject of teacher mentoring has attracted worldwide attention
in recent times. This article presents an account of a preservice teacher mentoring project undertaken in Kenya through a partnership of Kenyatta University in
Kenya and Syracuse University. The purpose of the study was to understand the
effectiveness of the collaborative mentoring model on preservice teacher training.
The implementation of the project employed an evaluative survey design evaluating the mentoring process. Findings from the study indicated that collaborative
mentoring has the capacity to enhance teacher development at the preservice
level. However, there is no policy at the university or the national level to guide the
implementation of mentoring in teacher education. The article recommends the
establishment of a policy on teacher mentoring in preservice teacher education
at the university and national levels. Such a policy could address aspects such
as the roles of each participant in the mentoring process.
Description
A Research Article in Teacher Education and Practice
Keywords
Teacher Mentoring, Effective Teacher Training, Development, Developing Country, Kenya
Citation
Ochanji M. K. , Twoli, N. K., Bwire B., Maundu J. N. Teacher Mentoring for Effective Teacher Training and Development. Teacher Education and Practice, Vol. 30, No. 1. ISSN 0890-6459.