期刊名称：International Online Journal of Educational Sciences
电子版ISSN：1309-2707
出版年度：2014
卷号：6
期号：2
页码：167-175
出版社：IOJES
摘要：T his r ese arc h sought to dete rmine the effective ne ss of mentoring of student teac hers on teac hingpractice by cla ss-ba sed mentors a s perceived by teaching diploma holder in Binga D istrict Prima ry Schools. In thisresear ch, a ra ndom sa mple of 3 0 te achers, c onveniently selected from six pr imar y schools w as used as resear chsubjec ts. T he de sc riptive sur vey wa s the r esea rc h method su ita ble for the re se a rch an d a se lf–a dministe re dquestionna ire was used as the research instrument to gather releva nt data. The ra te of return of the questionna irewa s 10 0%. Data colle cted wa s presented thr ough tables a nd gr aphs. T he research stu dy show ed that while cla ss-based mentor s played a significa nt contr ibution in the professional development of stu de nt teachers on teac hingpractice, they la cked the necessary mentoring knowledge and skills to perform their roles with exper tise particularlyin the a re a s of joint a pproa che s, bu ilding positive mentor-m entee r elationship s a nd a ssessm ent. I t w a s alsorevea led that class-based mentors were not committed to their duties. The rese arch recomme nds that c lass-basedmentors be given the necessary orientation and tr aining in mentoring knowledge a nd skills. It is also necessary toatta ch student tea chers to te achers with less school duties so that there is a de qua te time for joint approaches
关键词：Pr imar y School. Mentoring. Performance . Tea ching. Ru ral School
