摘要：Kajian ini bertujuan untuk mengenal pasti amalan bimbingan pengajaran pensyarah dan guru pembimbing (perancangan pengajaran, pelaksanaan pengajaran, amalan refleksi, sikap dan sahsiah, nilai profesionalisme keguruan, pengetahuan dan kefahaman, kemahiran pengajaran dan pembelajaran) dalam program mentoring praktikum serta melihat impaknya terhadap kualiti guru pelatih (nilai profesionalisme keguruan, pengetahuan dan kefahaman, kemahiran pengajaran dan pembelajaran, sikap dan sahsiah). Kajian ini menggunakan pendekatan gabungan yang menjadikan reka bentuk kajian kuantitatif sebagai data utama dan data kualitatif daripada kajian kes sebagai data sokongan. Bagi kajian kuantitatif, seramai 535 orang guru pelatih telah digunakan untuk menilai aspek amalan bimbingan pengajaran pensyarah dan guru pembimbing, manakala 144 orang pensyarah dan 159 orang guru pembimbing untuk menilai kualiti guru pelatih telah dipilih secara rawak daripada setiap IPG Zon Tengah yang terlibat dalam kajian ini. Dua pensyarah, dua guru pembimbing dan dua guru pelatih terlibat dalam kajian secara kualitatif. Data kuantitatif telah dianalisis menggunakan statistik deskriptif dan statistik inferensi melibatkan Manova dan korelasi Pearson. Analisis data secara deskriptif menunjukkan bahawa amalan bimbingan pengajaran bagi pensyarah dan guru pembimbing yang paling dominan adalah dalam aspek pelaksanaan pengajaran (ming = 4.59, s.p = .17). Kajian menunjukkan kualiti guru pelatih yang paling tinggi adalah dalam aspek sikap dan sahsiah (min = 4.49, s.p. = .21). Kajian mendapati wujud hubungan antara amalan bimbingan pengajaran (r = 0.13, p = 0.02 (p < 0.05) pensyarah dan guru pembimbing terhadap kualiti guru pelatih.
其他摘要：This study aims to identify the practices guidance teachers, lecturers and teaching (instructional planning, implementing teaching, reflective practice, attitude and personality, values teaching professionalism, knowledge and understanding, teaching and learning skills) in the mentoring program practices and see its impact on the quality of the student teacher (value of teaching professionalism, knowledge and understanding, teaching and learning skills, attitude and personality). This study employs a combination that makes quantitative research design as the primary data and qualitative data from case studies as support data. For the quantitative study, a total of 535 trainees have been used to assess the lecturers teaching practices and teacher guidance counselors, while 144 lecturers and 159 people to evaluate the quality of teachers, student teachers were randomly selected from each IPG Central Zone involved in this study. Two lecturers, two mentors and two trainees involved in a qualitative study. Quantitative data were analyzed using descriptive statistics and inferential statistics involves Manova, and Pearson. Descriptive data analysis showed that the practice of instructional guidance for teachers, lecturers and the most dominant in terms of implementation of teaching (ming = 4:59, sp = .17). Research shows that teacher quality is the highest trainer in terms of attitude and personality (mean = 4:49, sp = .21). The study found there is a relationship between instructional coaching practices (r = 0:13, p = 0.02 (p <0.05) lecturers and teachers, the quality of teachers.
