The Role of Mentor-Student Relationship in Formation of Professional Competence in Pedagogy Students

1020

Abstract

Using the rating scale of perceived frequency of action, students (N = 87) completed the practice teaching, evaluated the perceived attitude of the teacher-mentor and university methodologist in four categories: emotional support, cognitive support, stimulation of initiatives, monitoring and evaluation. Also, students completed the questionnaire "Self-evaluation of pedagogical thinking", allowing to estimate the characteristics of their pedagogical thinking on two parameters: inclination to improvisation and self-esteem experience. We revealed a difference in the assessment of the perceived attitude of teacher-mentor and university supervisor: the latter is seen as less influential figure in all categories of evaluation (p<0.01). However, there was only one significant relationship between perceived attitude of mentor and features of pedagogical thinking: emotional support of the supervisor is positively correlated with self-esteem proficiency (p = 0,007). Thus, there is a discrepancy between the subjective evaluation of the degree of influence of mentors and indirect estimation of the contribution of interaction with them in the development of competence of the student.

General Information

Keywords: professional competence, teacher, mentor, university supervisor, education student, practice teaching

Journal rubric: Psychology of Professional Activity

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2015070116

For citation: Savin E.Y. The Role of Mentor-Student Relationship in Formation of Professional Competence in Pedagogy Students [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2015. Vol. 7, no. 1, pp. 165–177. DOI: 10.17759/psyedu.2015070116. (In Russ., аbstr. in Engl.)

References

  1. Bagdasaryan A.A. Sistema razvivayushchego vzaimodeistviya «uchitel'-nastavnik-student» kak faktor professional'nogo stanovleniya budushchego uchitelya. Dis. kand. ped. nauk [The system of developing interaction "cooperating teacher-student" as a factor in professional development of future teachers.  Cand. Sci. (Pedagogy) diss.]. Sochi, 2006. 250 p.
  2. Volosovich L.V. Rol' instituta «nastavnikov» v organizatsii praktiki studentov pedagogicheskikh kolledzhei Kanady [The role of institutions "cooperating teacher" in the organization of students of teacher training colleges of Canada]. Srednee professional'noe obrazovanie [Secondary vocational education],  2008, no. 5, pp. 81–82.
  3. V'yunova N.I., Kunakovskaya L.A. Rukovoditel' pedagogicheskoi praktiki studentov: problemy i perspektivy rosta [Тhe leader of student's pedagogical practice: problems and professional growth prospects]. Vysshee obrazovanie v Rossii [Higher Education in Russia], 2009, no. 8, pp. 121–126.
  4. Margolis A.A. Problems and Prospects of the Development of Pedagogical Education in the Russian Federation. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2014. Vol. 19, no. 3, pp. 41–57. (In Russ., аbstr. in Engl.).
  5. Savin E.Y. Method of studying inclination toward pedagogical improvisation and self-evaluation of experience: construction and approbation [Elektronnyi  resurs].  Psikhologicheskaya  nauka  i obrazovanie  PSYEDU.ru  [Psychological  Science  and  Education  PSYEDU.ru],  2012, no. 1. Available at: https://psyjournals.ru/psyedu_ru/2012/n1/50287.shtml (Accessed: 26.09.2014). (In Russ., аbstr. in Engl.).
  6. Beck C., Kosnik C. Components of a Good Practicum Placement: Student Teacher Perceptions. Teacher Education Quarterly, 2002. Vol. 29, no. 2, pp. 81–98.
  7. Borko H., Mayfield V. The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 1995. Vol. 11, no. 5, pp. 501–518. doi: 10.1016/0742-051X(95)00008-8
  8. Boschee F., Prescott D.R., Hein D.D. Do Cooperating Teachers Influence the Educational Philosophy of Student Teachers? Journal of Teacher Education, 1978. Vol. 29, no. 2, pp. 57–61. doi: 10.1177/002248717802900219
  9. Byrd D., Fogleman J. The Role of Supervision in Teacher Development. Supervising Student Teachers. A. Cuenca ed. Rotterdam, The Netherlands: Sense Publishers, 2012. pp. 191–210. doi: 10.1007/978-94-6209-095-8_13
  10. Clarke A., Triggs V., Nielsen W. Cooperating Teacher Participation in Teacher Education: A Review of the Literature. Review of Educational Research, 2014. Vol. 84, no. 2. pp. 163–202. doi: 10.3102/0034654313499618
  11. Friebus R.J. Agents of Socialization Involved in Student Teaching. The Journal of Educational Research, 1977. Vol.70, no. 5, pp. 263–268.
  12. Hamman D., Olivárez A., Lesley M., Button K., Chan Y., Griffith R., Elliot S. Pedagogical influence of interaction with cooperating teachers on the efficacy beliefs of student teachers. The Teacher Educator, 2006. Vol. 42, no. 1, pp. 15–29. doi: 10.1080/08878730609555391
  13. Horowitz M. Student-Teaching Experiences and Attitudes of Student Teachers. Journal of Teacher Education, 1968. Vol. 19, no. 3, pp. 317–324. doi: 10.1177/002248716801900308
  14. Johnson J. Change in Student Teacher Dogmatism. Journal of Educational Research, 1969. Vol. 62, no. 5, pp. 224–226.
  15. Karmos A.H., Jacko C.M. The Role of Significant Others During the Student Teaching Experience. Journal of Teacher Education, 1977. Vol. 28, no. 5, pp. 51–55. doi: 10.1177/002248717702800519
  16. Manning D.T. The influence of key individuals on student teachers in urban and suburban settings. The Teacher Educator, 1977. Vol. 13, no. 2, pp. 2–8. doi: 10.1080/08878737709554662
  17. Metcalf K.K. The supervision of student teaching: A review of research. The Teacher Educator, 1991. Vol. 26, no. 4, pp. 27–42. doi: 10.1080/08878739109554988
  18. Price R.D. The Influence of Supervising Teachers. Journal of Teacher Education, 1961. Vol. 12, no. 4, pp. 471–475. doi: 10.1177/002248716101200418
  19. Sayeski K.L., Paulsen K.J. Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring. Teacher Education Quarterly, 2012. Vol. 39, no. 2, pp. 117–130.
  20. Seperson M.A., Joyce B.R. Teaching Styles of Student Teachers as Related to Those of Their Cooperating Teachers. Educational Leadership, 1973. Vol. 31, no. 2, pp. 146–151.
  21. Weaver A.M., Segrest B. Dogmatism of Teachers and Their Supervising Teachers. The High School Journal, 1985. Vol. 68, no. 3, pp. 129–134.

Information About the Authors

Evgeny Y. Savin, PhD in Psychology, Associate Professor of Psychology of Development and Education, Kaluga state University. K. E. Tsiolkovsky, Kaluga, Russia, e-mail: sey71@yandex.ru

Metrics

Views

Total: 2711
Previous month: 13
Current month: 2

Downloads

Total: 1020
Previous month: 1
Current month: 1