Case study on teaching practice class based on mentoring for pre-service teachers

Objectives The purpose of this study was to develop the mentoring strategies for a teaching practice classes. In specific, this study introduced how mentoring strategy was adopted to a teaching practice class and introduced the experiences of mentors and mentees who participated in mentoring. Methods The subjects of the study were 6 students in teaching practice classes and 3 in-service teachers. Data were collected using in-depth interviews with mentors and mentees, observations of mentoring, mentees' comments about participating in mentoring, and reports on mentee activities in teaching practice. The collected data were analyzed using an inductive content analysis method. Results To improve the field practice of prospective teachers, the study introduced examples of teaching practice classes that combined professor lectures and mentoring with field teachers. The mentees' understanding of not only the class content but also the school field improved through practical education classes. Mentees developed their own educational philosophy and the will to become a teacher. For the mentors, mentoring was a new experience, and it was a good opportunity to reflect on their passion for education through meeting the mentees. Conclusions It was found that teaching practical classes using mentoring had a positive impact on mentors and mentees. In order to apply teaching practice classes to prospective teachers, it is necessary to prepare specific mentoring operation guidelines, modify the mentoring operation method to suit the school situation, replace mentors and mentees, and select various mentors.