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This paper investigates emotional support and task assistance as two instances of mentor roles during preservice language teachers' classroom practice. The participants of this study were 21 fifth-year students of graduate university study who were in the process of obtaining Master's Degrees in English Language and Literature, teaching stream. The...
Contexts in source publication
Context 1
... 4.50 -5.00 (5). The assessment of knowledge and teaching competences was presented using the mean value (Table 3). To establish a correlation between variables, the Pearson correlation coefficient was used, and a regression analysis was run to identify the statistical significance of the correlations. ...Context 2
... comparing the mean values of mentor and student skill assessment, it is clear that students perceived mentors as more skilled than they were. Statistically significant differences between the perceived mentor and student skills were found in overall language skills, target language, classroom language, clarity of instructions while teaching, differentiation of study materials according to various pupil needs, and successful implementation of CLIL, as specified in Table 3. There were no statistically significant differences between mentors and students in other skills. ...Context 3
... 4.50 -5.00 (5). The assessment of knowledge and teaching competences was presented using the mean value (Table 3). To establish a correlation between variables, the Pearson correlation coefficient was used, and a regression analysis was run to identify the statistical significance of the correlations. ...Context 4
... comparing the mean values of mentor and student skill assessment, it is clear that students perceived mentors as more skilled than they were. Statistically significant differences between the perceived mentor and student skills were found in overall language skills, target language, classroom language, clarity of instructions while teaching, differentiation of study materials according to various pupil needs, and successful implementation of CLIL, as specified in Table 3. There were no statistically significant differences between mentors and students in other skills. ...
