The relationship with the mentor and students' self-efficacy of the Dep. of Theology of NKUA in the internship at school
Published:
Dec 23, 2021
Keywords:
Training Practice mentors trainee students mentoring relationship internship feedback teaching self-efficacy
Abstract
This study attempts to examine the views of student teachers of the Department of Theology of NKUA, about the factors which affect their teaching self-efficacy in their practicum during their Practice Programme for the Pedagogical and Teaching Competence Certificate. The study took place in the academic year of 2019-2020 and the sample was 83 students. There were studied four dimensions of the training by mentoring a. the quality of the relationship between the mentor and the student, b. mentor’s support, c. the duration and the characteristics of the feedback, d. the autonomy of the students to choose and apply different teaching activities in relation to their attitudes towards their teaching efficacy. The analysis confirmed that the good relationship and support is positively linked with the sense of self-efficacy. Additionally, feedback works positively in practical and educational level for the students, as it is related to the sense of self-efficacy but it΄s not related with its duration. Finally, it was found that the less the mentor’ s are involved when students choose and apply their teaching activities, the more students feel efficient to teach effectively. The research defines the criteria for the future design of effective student teachers’ training and practice programmes as well as mentors΄ trainings.
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Κουκουνάρας Λιάγκης Μ., Παπαϊωάννου Μ., & Αποστολάκη Ε.-Ά. (2021). The relationship with the mentor and students’ self-efficacy of the Dep. of Theology of NKUA in the internship at school. Hellenic Journal of Research in Education, 10(1), 229–246. https://doi.org/10.12681/hjre.27824
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