Mentoring for Student-teachers’ Professional Practice of Special Needs Education at Sebeta Special Needs Teachers College Linkage Schools

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Fikre, Eskinder

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Addis Ababa University


The purpose of the study was to assess the effectiveness of school based mentoring practice towards student-teachers practical experiences in some selected linkage schools. The study drew upon quantitative approaches. The samples were selected by available sampling methods and the data were collected from 103 student-teachers through self-administered questionnaires. Frequencies, Percentages and Mean were used, and the study employed descriptive analysis to summarize participants’ response. The qualitative data gathered from purposefully selected 8 schools’ practicum coordinators through semi-structured interviews to support the quantitative data and analyzed in verbatim after it was organized through coding and categorization. The study results indicate that the mentoring practice procedure applied in the schools did not emphasize on student-teachers’ field of study and towards their professional practice. The experience and professional knowledge of teacher-mentors in SNE is not directly matched to support student-teachers as a mentor. The results also indicated that trainees’ professional training left to the training institutes. Though, the study indicates the supported provided for the student-teachers was not effective in relation to their field of study, its contribution in improving the professional knowledge and development of student-teachers in teaching does not undermine. It is recommended that greater focus be given to improve the roles and status of teacher mentors to become strong partners in practicum programs in response to a number of factors pertaining to the pre-service training and student-teachers’ professional development



Sebeta special needs Teachers college linkage schools