Student Teachers' Self-Efficacy and Perceptions of Mentoring in Teacher Education

• In Event: Mentoring as Professional Practice: Studies of Mentoring in Teacher Education

Abstract

The focus of this contribution is on student teachers’ perceptions of quality in mentoring. The participant student teachers were studying to become secondary school teachers. The data were gathered from 114 student teachers at slightly over the halfway point of their education. At this point, the student teachers had specialized in two subjects, undergone short practicum periods of up to three weeks, and were in the process of preparing an eight-week field placement.

Mentors’ and mentees’ perceptions of quality in mentoring may differ. For instance, earlier research has indicated that student teachers often want practical advice (Author, 2016) (Sundli, 2001; Tickle, 1993). In the investigated context, however, mentors are often reluctant to give advice (Authors, 2015b). The overarching research question driving this contribution is: how are student teachers’ preferences and perceptions about quality in mentoring related to their self-efficacy? More specifically, this research sought to illuminate the following: at this juncture in their learning, how do these students perceive their mentors’ competence? How do the student teachers value clarity and advice in mentoring, and how concerned are they about trust and loyalty as a foundation of the mentoring relationship?

To illuminate the student teachers’ perceptions of clarity and advice, an earlier introduced construct, clear mentoring, was further developed based on descriptions of judgementoring by Hobson and Malderez (2013). The relations between student teachers’ preferences in mentoring and their beliefs about their own abilities in the teaching profession (self-efficacy) were also investigated. Using structural equation modelling (SEM) of cross-sectional survey data, the study tested empirical relations between student teachers’ perceptions and preferences in relation to mentoring.

The findings indicate that the students considered their mentors’ mentoring skills as relatively good. However, the analysis indicates that differences in student teachers’ beliefs about their own abilities in teaching were related to how they valued different mentoring approaches. Those who desired higher levels of clear feedback in mentoring also reported higher levels of self-efficacy. Those who placed greater value on trust and loyalty in mentoring reported lower levels of self-efficacy. Another interesting finding was that those who reported higher levels of perceived competence among mentors also reported higher levels of confidence related to their own teaching abilities.

This paper contributes to the mentoring field by illuminating student teachers’ preferences and perceptions of mentoring as related to their self-efficacy in teaching. The results underline the importance of mentors adapting their mentoring strategies and approaches to suit individual mentees, emphasizing the importance of mentor education in providing mentors with flexible knowledge, tools, and strategies for mentoring student teachers. Implications for mentoring in teacher education are also discussed.

Author

• Eli Lejonberg, University of Oslo