Evaluation of Mentorial Interventions to Support English Student-Teachers during Practicum/Teaching Practice (With especial reference to Dessie CTE and five Partner Primary Schools)
| dc.contributor.advisor | Wakuma, Dr. Melaku | |
| dc.contributor.author | Ahmed, Mohammed | |
| dc.date.accessioned | 2020-12-01T07:22:58Z | |
| dc.date.accessioned | 2023-12-05T13:47:58Z | |
| dc.date.available | 2020-12-01T07:22:58Z | |
| dc.date.available | 2023-12-05T13:47:58Z | |
| dc.date.issued | 2012-04 | |
| dc.description.abstract | The main concern of this study has been evaluating the mentorial interventions to suppori the English S-Ts at Dessie eTE during the practicum in five selected pariner primary schools. It was conducted to let the EMoE, the ANREB, Dessie eTE, the pariner primary schools, and the "mentors" in them; and those trainees realise that practicum and the process of SBEM really demand on them some basic roles to carry out to get wellqualified EFL teachers. Evidently, mentoring in education is not a new idea even in Ethiopia. For example, the study by Solomon Geda (2001) investigated the insights into the mentoring roles of high school English teachers. However, nothing was mentioned in his study about any organised mentoring training given to any EFL teachers. This could mean that the term "mentor" has been used to designate any EFL teachers who simply work as mentors without taking any related training. That is why, one of the focus areas of this study was to find out whether the EFL in the primary schools have had the knowledge and skills to carry out their mentor roles just being "acculturator," "educator," "support," "sponsor," and "model". Equally, how much the Eng S-Ts themselves were aware of their own roles was the other focus area. To investigate these core issues, both quantitative and qualitative methods were employed. The data-gathering tools used in this study were Eng S-Ts questionnaire to 40 Eng S-Ts; school "mentors" questionnaire to 23 school "mentors" which were both piloted; structured interviews with 10 Eng S-Ts; 5 school "mentors," and 5 school principals. Moreover, to back up the data-gathered with those tools, personal structured observation, and document investigation into the written documents of the10 randomly selected Eng S-Ts' porifolios, and the assessment reports of all the 40 Eng S-Ts were also treated. Addressing the basic questions of the study, the findings have shown that there were shoriages and lapses which made accountable all the responsible bodies mentioned earlier. The school "mentors' " insufficient suppori to the Eng S-Ts with proficiency and teaching strategies was one of the significant discoveries. This finding reminds us Hailom's (1993) study results that disclosed the problems that the Eng S-Ts who were practicing teaching had in language proficiency and in teaching. Even now almost 9 years on, it is not untrue that the problems have been surfaced. Another useful finding of my study was the lack of SBEM training for the EFL teachers in those schools which resulted in the lack of awareness of their respective roles during practicum. Similarly, some of the Eng S-Ts were found to be not clear about their roles. Some implications drawn from the data analysis also indicated that bodies like the school principals, the college, the ANRE, and the EMoE at the top, were found to be responsible for failing to strengthen the practicum through creating favourable conditions. That is why, giving mentoring training both to the EFL teachers and the Eng S-Ts is one of the practical suggestions forwarded by the researcher. To conclude, the study showed that the mentorial interventions to suppori the Eng S-Ts were inadequate against the theoretical expectations. Thus, implementing all the recommendations is worihy of consideration for all respective bodies in charge of practicum and mentoring so that they can redress the shortages and fill the existing gaps. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/23768 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universiy | en_US |
| dc.subject | Evaluation of Mentorial Interventions to Support English | en_US |
| dc.title | Evaluation of Mentorial Interventions to Support English Student-Teachers during Practicum/Teaching Practice (With especial reference to Dessie CTE and five Partner Primary Schools) | en_US |
| dc.type | Thesis | en_US |