Student-Teachers’ Perception On The Effectiveness And Challenges Of Teaching Practicum Mentoring During And Post Pandemic

This study investigated the effectiveness and challenges of teaching practicum mentoring during and post pandemic. It investigated student-teacher perceptions of the effectiveness and challenges of mentoring in schools during and post-pandemic. Data collection was based on two stages. In the first phase of the research, questionnaires were given to 180 students of the Department of English Education, Faculty of Teaching and Education, State Islamic University of Ar- Raniry, from two different academic years. The second stage was followed by semi-structured interviews with 10 students who agreed to be interviewed from 180 students who filled out a questionnaire looking at the understanding of the roles and responsibilities of a mentor teacher during teaching practicum. Data were analyzed quantitatively and qualitatively. The findings show that mentoring by teachers during and post pandemic is very helpful: providing guidance and direction to students in their preparation before teaching, getting feedback from teaching, and selecting and implementing appropriate methods after teaching based on evaluations and reflections provided by the mentor teachers. In addition, student-teachers faced several challenges during and post pandemic during their teaching practicum; such as student behaviour, student discipline, time management, and anxiety. In conclusion, mentoring teachers to students, namely providing guidance and direction to student teachers before teaching, getting feedback from teaching, and choosing and implementing appropriate methods after teaching based on evaluations and reflections given by mentor teacher after teaching, is a thing.