Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools

Philip Dorsah; Moses Abdullai Abukari; Thomas Nipielim Tindan; Bismark Nyaaba Akanzire

doi:doi:10.11648/j.ajeit.20230701.11

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Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools

Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Bismark Nyaaba Akanzire

Published in American Journal of Education and Information Technology (Volume 7, Issue 1)

Received: 11 January 2023 Accepted: 2 February 2023 Published: 16 February 2023

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Abstract

The goal of the study was to identify the difficulties that pre-service teachers encountered while participating in supported teaching in schools. Using a phenomenology design, the study utilized a qualitative approach. Convenience sampling technique was used to sample twenty (20) level 100 pre-service teachers (12 males and 8 females) who were enrolled in a bachelor of education program. Data was gathered through extensive, semi-structured interviews. The majority of the challenges encountered by student-teachers were related to the attitude of the mentors such as mentor absenteeism, mentor lateness, mentor inability to provide student-teachers with necessary information they needed, mentor inability to assist student-teachers, and mentor’s lack of devotion for student-teachers. The partner school related challenges identified were: lack of mentors, inadequate curricular materials, inadequate teaching and learning materials, inadequate textbooks, and inadequate furniture in some schools. It was found that majority of mentors in the partner schools had little knowledge of what supported teaching in schools entailed. Thus the mentors found it challenging to give student-teachers the support and direction they needed. In many instances, mentors were unfamiliar with the new Bachelor of Education Curriculum, which made it challenging for them to offer effective and knowledgeable mentorship. Some college tutors did not provide student-teachers with enough assistance through reflection.

Published in	American Journal of Education and Information Technology (Volume 7, Issue 1)
DOI	10.11648/j.ajeit.20230701.11
Page(s)	1-7
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Teacher Education, Teaching Practice, Pre-Service Teachers, Mentoring, Supported Teaching

References

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APA Style

Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Bismark Nyaaba Akanzire. (2023). Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools. American Journal of Education and Information Technology, 7(1), 1-7. https://doi.org/10.11648/j.ajeit.20230701.11

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ACS Style

Philip Dorsah; Moses Abdullai Abukari; Thomas Nipielim Tindan; Bismark Nyaaba Akanzire. Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools. Am. J. Educ. Inf. Technol. 2023, 7(1), 1-7. doi: 10.11648/j.ajeit.20230701.11

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AMA Style

Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Bismark Nyaaba Akanzire. Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools. Am J Educ Inf Technol. 2023;7(1):1-7. doi: 10.11648/j.ajeit.20230701.11

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@article{10.11648/j.ajeit.20230701.11,
  author = {Philip Dorsah and Moses Abdullai Abukari and Thomas Nipielim Tindan and Bismark Nyaaba Akanzire},
  title = {Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools},
  journal = {American Journal of Education and Information Technology},
  volume = {7},
  number = {1},
  pages = {1-7},
  doi = {10.11648/j.ajeit.20230701.11},
  url = {https://doi.org/10.11648/j.ajeit.20230701.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230701.11},
  abstract = {The goal of the study was to identify the difficulties that pre-service teachers encountered while participating in supported teaching in schools. Using a phenomenology design, the study utilized a qualitative approach. Convenience sampling technique was used to sample twenty (20) level 100 pre-service teachers (12 males and 8 females) who were enrolled in a bachelor of education program. Data was gathered through extensive, semi-structured interviews. The majority of the challenges encountered by student-teachers were related to the attitude of the mentors such as mentor absenteeism, mentor lateness, mentor inability to provide student-teachers with necessary information they needed, mentor inability to assist student-teachers, and mentor’s lack of devotion for student-teachers. The partner school related challenges identified were: lack of mentors, inadequate curricular materials, inadequate teaching and learning materials, inadequate textbooks, and inadequate furniture in some schools. It was found that majority of mentors in the partner schools had little knowledge of what supported teaching in schools entailed. Thus the mentors found it challenging to give student-teachers the support and direction they needed. In many instances, mentors were unfamiliar with the new Bachelor of Education Curriculum, which made it challenging for them to offer effective and knowledgeable mentorship. Some college tutors did not provide student-teachers with enough assistance through reflection.},
 year = {2023}
}

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TY  - JOUR
T1  - Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools
AU  - Philip Dorsah
AU  - Moses Abdullai Abukari
AU  - Thomas Nipielim Tindan
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DO  - 10.11648/j.ajeit.20230701.11
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
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PB  - Science Publishing Group
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AB  - The goal of the study was to identify the difficulties that pre-service teachers encountered while participating in supported teaching in schools. Using a phenomenology design, the study utilized a qualitative approach. Convenience sampling technique was used to sample twenty (20) level 100 pre-service teachers (12 males and 8 females) who were enrolled in a bachelor of education program. Data was gathered through extensive, semi-structured interviews. The majority of the challenges encountered by student-teachers were related to the attitude of the mentors such as mentor absenteeism, mentor lateness, mentor inability to provide student-teachers with necessary information they needed, mentor inability to assist student-teachers, and mentor’s lack of devotion for student-teachers. The partner school related challenges identified were: lack of mentors, inadequate curricular materials, inadequate teaching and learning materials, inadequate textbooks, and inadequate furniture in some schools. It was found that majority of mentors in the partner schools had little knowledge of what supported teaching in schools entailed. Thus the mentors found it challenging to give student-teachers the support and direction they needed. In many instances, mentors were unfamiliar with the new Bachelor of Education Curriculum, which made it challenging for them to offer effective and knowledgeable mentorship. Some college tutors did not provide student-teachers with enough assistance through reflection.
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Author Information

Philip Dorsah

Department of Science Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana
Moses Abdullai Abukari

Department of Science Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana
Thomas Nipielim Tindan

Department of Science Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana
Bismark Nyaaba Akanzire

Department of Education, Gambaga College of Education, Gambaga, Ghana

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Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Bismark Nyaaba Akanzire. (2023). Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools. American Journal of Education and Information Technology, 7(1), 1-7. https://doi.org/10.11648/j.ajeit.20230701.11

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ACS Style

Philip Dorsah; Moses Abdullai Abukari; Thomas Nipielim Tindan; Bismark Nyaaba Akanzire. Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools. Am. J. Educ. Inf. Technol. 2023, 7(1), 1-7. doi: 10.11648/j.ajeit.20230701.11

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AMA Style

Philip Dorsah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Bismark Nyaaba Akanzire. Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools. Am J Educ Inf Technol. 2023;7(1):1-7. doi: 10.11648/j.ajeit.20230701.11

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@article{10.11648/j.ajeit.20230701.11,
  author = {Philip Dorsah and Moses Abdullai Abukari and Thomas Nipielim Tindan and Bismark Nyaaba Akanzire},
  title = {Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools},
  journal = {American Journal of Education and Information Technology},
  volume = {7},
  number = {1},
  pages = {1-7},
  doi = {10.11648/j.ajeit.20230701.11},
  url = {https://doi.org/10.11648/j.ajeit.20230701.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230701.11},
  abstract = {The goal of the study was to identify the difficulties that pre-service teachers encountered while participating in supported teaching in schools. Using a phenomenology design, the study utilized a qualitative approach. Convenience sampling technique was used to sample twenty (20) level 100 pre-service teachers (12 males and 8 females) who were enrolled in a bachelor of education program. Data was gathered through extensive, semi-structured interviews. The majority of the challenges encountered by student-teachers were related to the attitude of the mentors such as mentor absenteeism, mentor lateness, mentor inability to provide student-teachers with necessary information they needed, mentor inability to assist student-teachers, and mentor’s lack of devotion for student-teachers. The partner school related challenges identified were: lack of mentors, inadequate curricular materials, inadequate teaching and learning materials, inadequate textbooks, and inadequate furniture in some schools. It was found that majority of mentors in the partner schools had little knowledge of what supported teaching in schools entailed. Thus the mentors found it challenging to give student-teachers the support and direction they needed. In many instances, mentors were unfamiliar with the new Bachelor of Education Curriculum, which made it challenging for them to offer effective and knowledgeable mentorship. Some college tutors did not provide student-teachers with enough assistance through reflection.},
 year = {2023}
}

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TY  - JOUR
T1  - Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools
AU  - Philip Dorsah
AU  - Moses Abdullai Abukari
AU  - Thomas Nipielim Tindan
AU  - Bismark Nyaaba Akanzire
Y1  - 2023/02/16
PY  - 2023
N1  - https://doi.org/10.11648/j.ajeit.20230701.11
DO  - 10.11648/j.ajeit.20230701.11
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 1
EP  - 7
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20230701.11
AB  - The goal of the study was to identify the difficulties that pre-service teachers encountered while participating in supported teaching in schools. Using a phenomenology design, the study utilized a qualitative approach. Convenience sampling technique was used to sample twenty (20) level 100 pre-service teachers (12 males and 8 females) who were enrolled in a bachelor of education program. Data was gathered through extensive, semi-structured interviews. The majority of the challenges encountered by student-teachers were related to the attitude of the mentors such as mentor absenteeism, mentor lateness, mentor inability to provide student-teachers with necessary information they needed, mentor inability to assist student-teachers, and mentor’s lack of devotion for student-teachers. The partner school related challenges identified were: lack of mentors, inadequate curricular materials, inadequate teaching and learning materials, inadequate textbooks, and inadequate furniture in some schools. It was found that majority of mentors in the partner schools had little knowledge of what supported teaching in schools entailed. Thus the mentors found it challenging to give student-teachers the support and direction they needed. In many instances, mentors were unfamiliar with the new Bachelor of Education Curriculum, which made it challenging for them to offer effective and knowledgeable mentorship. Some college tutors did not provide student-teachers with enough assistance through reflection.
VL  - 7
IS  - 1
ER  -

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