ScholarWorks@경상국립대학교

초록

This study analyzed their experiences phenomenologically through in-depth interviews with 10 middle school teachers who supervised the educational practice during a semester course for the first time. A variety of factors were identified as to why mentors find it difficult to guide semester-based education trainees, including the lack of conditions in the semester-long program and the high workload of mentors. In addition to the challenges that mentors face, the semester-long teaching practicum also revealed benefits for mentors. Mentors found it very rewarding to see the significant improvement in the preservice teachers' classroom performance under their guidance. In addition, mentors were able to benefit from semester-based educational practice's trainees in tasks such as lesson preparation and instruction, classroom management, school events, and student counseling. We propose that the development of the semester-long educational practice requires mentor's training to guide the teaching practice, along with providing various incentives for mentors.

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