Abstract
This paper focuses on perceptions of B.Ed students and their
teachers on key indicators for effective mentoring, in pedagogical
skills. The study was conducted in late 2006 on a purposive sample of
252 B.Ed students and 44 teachers of two Government Colleges for
Elementary Teachers (GCETs) – Lahore and Mianwali in Pakistan.
Data were collected through developing two questionnaires - one each
for B.Ed students and their teachers. Their opinions were invited on
indicators for effective mentoring, and mentoring B.Ed students in six
pedagogical areas during the one-year B.Ed programme. Findings
revealed that mentor-mentee good relationships, mentor’s commitment
to achieve targets and effective supervision, monitoring and evaluation
were the most important indicators for effective mentoring. The B.Ed
students were relatively better mentored in lesson planning and
assessment techniques, but they liked to be more mentored in lesson
presentation and communication skills, and attitudinal development.
Male students were relatively better mentored than female; likewise the
students were relatively better mentored at GCET Lahore than
Mianwali.
Muhammad Saeed, Ivan Reid, Shafqat Hussain. (2009) An Empirical Study on Mentoring B.Ed Students in Pakistan, Journal of Research and Reflections in Education, Volume 3, Issue 1.
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