1Jones Apawu | 2Mark Mishiwo | 3Bliss Cornelius Sedega | 3Eric Abban | 4Nana Akosua Owusu-Ansah | 4Jackson Jessel Aboagye-Agbi
1Akatsi College of Education, Akatsi | 3Department of Mathematics Education, University of Education, Winneba. | 3Mount Mary College of Education, Somanya | 4IDeL, University of Education, Winneba.
The study sought to evaluate the perception of prospective teachers about the experience mentees encounter with their mentors during their out-segment teaching practice programme. One hundred and twenty prospective teachers from Akatsi College of Education were purposively sampled for the study. A questionnaire was used to collect data for the study. The results showed that majority of prospective teachers acknowledged that mentors displayed personal attributes for teaching mathematics that was useful for their career goals and development. Secondly, majority of the prospective teachers perceived that mentors failed to discuss the goal of teaching basic school mathematics, policies of the school and the curriculum document. Thirdly, prospective teachers perceived that mentors exhibited content specific pedagogical knowledge which could help them plan lessons and instructions in mathematics. Fourthly, majority of mentors modelled mathematics teaching with visual and aural demonstration for mentees to emulate. Finally, mentors gave regular feedback after observing prospective teachers’ mathematics lessons which were constructive for improvement of practice. Consequently, it was recommended that Supported Teaching in School Unit in teacher training institutions should integrate the five-factor model of mentoring into their mentor training programmes to acclimate mentors with skills and knowledge for producing quality teachers.
Keywords: Personal Attributes, System Requirement, Pedagogical Knowledge, Modelling, And Feedback.