The mentoring to promote learning management competency, skills and teacher characteristics of students practicing teaching professional experience Curriculum and Instruction Programof Bangkokthonburi University

Abstract

            This research article aims to 1) comparison of the performance of mentoring to supervising teachers and mentor teachers; 2) evaluate the learning management competence, skills and teaching characteristics of student teachers; and 3) evaluate the satisfaction of student teachers towards the mentoring of supervising teachers and mentor teachers. The population consisted of 34 second-year master's degree students in the Curriculum and Instruction program, Faculty of Education, Bangkokthonburi University, second semester of the academic year 2024. The sample consisted of 25 second-year master's degree students in the Curriculum and Instruction program, Faculty of Education, Bangkokthonburi University, who were undergoing teacher training in educational institutions, second semester of the academic year 2024, obtained by volunteer sampling. The instruments consisted of a manual for mentoring, a supervision record form, an assessment form for mentoring competency, an assessment of learning management competence, skills and teacher characteristics, and a satisfaction assessment form. Data were analyzed by finding percentage, mean, and standard deviations, and hypotheses were tested using the dependent t-test.

               The results of the study found that: 1) The results of the comparison of the performance in mentoring of supervising teachers and mentor teachers at the third time were significantly higher than the first time at the .01 level, and the supervising teachers had higher performance in mentoring than the mentor teachers. 2) Student teachers had the highest level of assessment results on teaching management competency, skills and teacher characteristics, which were higher than the hypothesis that they were at a high level. 3) Students were most satisfied with the mentoring of the supervising teachers and were very satisfied with the mentoring of the mentor teachers, which was consistent with the hypothesis that it was at a high level.