Master's Thesis from the year 2015 in the subject Didactics - Common
Didactics, Educational Objectives, Methods, grade: A, Moi University
(Main campus), course: Education curriculum, language: English,
abstract: Cooperating teachers provide the guidance sought by teacher
trainees when they are away from college in the practicing schools and
in the absence of the college tutors. This study sought to establish the
extent to which this mentorship role is played by analyzing the
mentoring relationship between cooperating primary school teachers and
teacher trainees during teaching practice. The objectives of the study
were to find out how the cooperating primary school teachers mentored
the teacher trainees on: schemes of work and lesson plans; selection and
application of instructional methods; lesson presentation and on
professional ethics. The theoretical frame work used was based on
developmental supervision theory by Glickman (2003). The study adopted a
descriptive survey research design. It targeted cooperating teachers
from 26 public primary schools from Kakamega and Vihiga Counties in
Western Kenya and the student teacher trainees of Eregi and Kaimosi
Teachers College who had undertaken teaching practice in the targeted
primary schools. Two cooperating teachers who had handled teacher
trainees during teaching practice for at least one year were selected
from the schools through simple random sampling. For teacher trainees,
focus was on approximately 1000 second year students who had done at
least two teaching practice sessions. The teacher trainees were
stratified into male and female from which 30% were selected from each
gender through simple random sampling method. Questionnaires and
interview schedules were used as data collecting instruments. The data
collected was analyzed both quantitatively and qualitatively. Frequency
tables were used to present the quantitative data, while qualitatively
data was thematically analyzed as per the objectives. The an
