1Mark Mishiwo | 2Martha Ayivor | 3Stella S.Y. Asase | 5Joshua Deku
1&5Akatsi College of Education, Akatsi | 2Agorve South RC/DA Basic School, Akatsi | 3Accra College of Education, Accra
Abstract
The aim of the study was to evaluate the perception of pre-service teachers regarding their experiences with their mentors during their Supported Teaching in Schools programme. Eighty-three pre-service teachers from Akatsi College of Education were purposive sampled for the study. A questionnaire was used for data collection. The results showed that majority of the pre-service teachers acknowledged mentors’ critical perspective of teaching mathematics could be relevant in assisting pre-service teachers to reflect on mathematics lessons. Majority of pre-service teachers perceived that through guidance on lesson planning mentors discussed the goals of teaching basic school mathematics and policies of the school and the curriculum document. Majority of mentors modelled mathematics teaching during co-teaching where they demonstrated relevant and professional knowledge and good professional practices. However, majority of pre-service teachers to a large extent disagreed that their mentor model effective teaching of mathematics lessons with hands-on materials. Finally, mentors gave constructive feedback after observing pre-service teachers’ mathematics lessons. It was therefore recommended that Supported Teaching in Schools integrate the five components of effective teaching of mathematics into their mentor training programmes to assist mentors develop critical point of views for teaching mathematics effectively.
Keywords: Supported Teaching in Schools, Implications of Teaching Mathematics