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首页> 外文期刊>Journal of Culture, Society and Development >Cooperating Teachers’ Knowledge, Belief and Commitment to Their Mentoring Role of PGDT (Post Graduate Diploma in Teaching) Trainees: The Case of Cooperating Teachers in Bahir Dar City, Ethiopia
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Cooperating Teachers’ Knowledge, Belief and Commitment to Their Mentoring Role of PGDT (Post Graduate Diploma in Teaching) Trainees: The Case of Cooperating Teachers in Bahir Dar City, Ethiopia

机译：合作教师对PGDT（教学中的研究生文凭）学员的指导作用的知识，信念和承诺：埃塞俄比亚巴赫达尔市的合作教师案例

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The purpose of this study was to investigate cooperating teachers’ knowledge, beliefs and commitment of mentoring PGDT trainees of Bahir Dar University. Adopting descriptive survey design, the study took 43 cooperating teachers using stratified random sampling procedure. The findings indicated that cooperating teachers had adequate knowledge of the goals and processes of mentoring but have limited belief in the impact of mentoring on the professional disposition of student-teachers. Furthermore, the result revealed that cooperating teachers did not view mentoring as an opportunity for professional development. Consequently, the situation requires that cooperating teachers need tailored training on mentoring and the need for consolidating the collaboration between university tutors and cooperating teachers was suggested as possible recommendations.
机译：这项研究的目的是调查合作老师的知识，信念和对指导巴希尔达尔大学PGDT学员的指导的承诺。该研究采用描述性调查设计，采用分层随机抽样方法，抽取了43名合作教师。调查结果表明，合作教师对辅导的目标和过程有足够的了解，但对辅导对学生教师专业配置的影响的信念有限。此外，结果表明，合作教师并未将指导视为职业发展的机会。因此，这种情况要求合作教师需要针对导师进行量身定制的培训，并建议巩固大学导师与合作教师之间的合作作为可能的建议。

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