Abstract:

The goal of this study was to find out how mentors and student teachers perceived practicum at Birzeit University. A convenience sample of mentors (103) and a random sample of student teachers (76) were selected to achieve this purpose. A valid and reliable questionnaire was administered to student teachers and mentors. The findings revealed that mentors have positive attitudes toward mentoring, and as a result of mentoring, they have begun to accept criticism from student teachers, as well as the ability to lead students’ discussion sessions and resolve difficult situations that may arise during the mentoring process. Mentoring, they said, might help them develop their professional development in a range of aspects, including planning, lesson delivery, and student assessment, particularly questioning and the use of authentic assessment. Mentoring also improved their knowledge of the subject matter and teaching skills. Mentors' capability to utilize technology in classrooms, particularly the utilization of an electronic platform had also been improved.

Mentors, on the other hand, claimed that they had a respectful, collaborative, and professional relationship with student teachers. They held regular meetings directly following each class delivery to discuss and receive mentors’ assistance. Student teachers stated they learned new skills in the teaching and learning process. These abilities include classroom management, teaching skills, technological integration, and assessment.

In terms of classroom management, they improved time management skills, as well as their abilities to solve classroom student behavioral issues and maintain a safe school and classroom environment. Student teachers began to have a sense of professional autonomy. They also stated that they began to enjoy teaching as a professional career and that they began to have positive attitudes towards the teaching and learning process.

When it comes to teaching skills, they learned how to plan by critiquing and analyzing the lesson plans of mentors. They acquired active listening and observing skills, as well as self-reliance and self-reflection, in terms of their personalities. They described their ability to engage in active debate, questioning, and the utilization of effective instructional approaches in the classroom. They began to establish a professional and courteous rapport with pupils. They developed confidence in evaluating and appraising pupils as a result of practicum. They began providing pupils with professional written feedback on their work.

Student teachers have negative attitudes toward online learning because they have not mastered the skills to electronically assess student teachers or offer some online classes because they believe they are presenting lessons to computer screens.
In conclusion, student teachers' perceptions towards eLearning will be improved and should be a main part in teacher education programs especially practicum, and faculty members will use eLearning as a main component in teacher education assessment.

Keywords:

Mentoring, practicum, perceptions, mentors, student-teachers.