Understanding mentoring: Reflective strategies for school-based adult and technical teachers ’preparation.
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Curriculum of Organization of Nigeria
This study takes 011 the issue of understanding tnentoring: reflective strategies for school-based adult and technical teacher preparation. Survey design was adopted for the study and the population included all the lecturers and students of adult and technical education in University of Lagos, Akoka; Lagos State University, Ojoo; Federal College of Education (Technical) Akoka,· and Yaba College of Technology, Yaba. A sample of 30 lecturers each was randomly selected from Federal College of Education (Technical), Akoka and Yaba College of Technology, Yaba making a total of 60 respondents. All the lecturers in adult education from University of Lagos (J 5) and Lagos State University (J 2) making a total of27 were usedfor the study. Thirty students (30) were sampled from each of the institutions making a total of 120 student respondents and 57 lecturers. Five research questions were raised, mean and standard deviation were used to analyze the data. The findings of the study are: mentoring progamme is not effective in schools, schools do not adopt any strategy in mentoring students, and reflective strategies enhance and enrich mentees' teaching. It was recommended that: institutions should establish mentoring programme, [und and monitor the-progress, teachers to. cooperate with th.e school authority to make the mentoring programme succeed, the mentees should be encouraged to always use reflective strategy in their teaching and institutions to keep record of mentoring programme in the school.
Ememe P. I & Moses I. Odo (2016). Understanding mentoring: Reflective strategies for school-based adult and technical teachers ’preparation, Nigerian Journal of Curriculum Studies, 23(3), 203-213