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Cited by 22Teacher Education and Leadership StudiesTeacher Education and AssessmentsReflective Practices in Education

The DOI matches its Crossref record, with a small difference in title or year; 3 of the 3 references it cites were found in a registry or an index.

In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’

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Ploj Virtič, Mateja, Du Plessis, Andre, Šorgo, Andrej·2023·European Journal of Teacher Education
DOI 10.1080/02619768.2021.1957828
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Abstract

The study aims to explore and analyse the perceived experiences of Slovenian pre-service teachers with their mentors during their teaching practicum, by using the ‘Mentoring for effective teaching practice instrument (METPI)’. Conclusions were based on 105 responses using paper and pencil, collected from Slovenian pre-service teachers in their 4th year of study. The initial set of 62 items was shortened to 36 items for inclusion in the models. From two concurrent SEM models, it was concluded that students found their experiences related to Hudson’s five-factor model, consisting of personal attributes of their mentor, modelling, pedagogical knowledge, system requirements and feedback, to be satisfactory, while their experience pertaining to Information and Communication Technology as a new, additional factor with reference to their mentor, was unsatisfactory. Several recommendations are made related to the dimensions, especially pertaining to Information and Communication Technology (ICT) tools.

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Figure 1 Models representing mentorship as six correlated dimensions.
Figure 1 Models representing mentorship as six correlated dimensions.CC-BY-NC-ND · From the PDF
Figure 2 CFA of the six-dimension hypothesised model. If not marked with an asterisk, the correla­ tions are statistically significant p< .001 levels.**: p < 0.01; *: p < 0.05; NS: not significant thus p > 0.05
Figure 2 CFA of the six-dimension hypothesised model. If not marked with an asterisk, the correla­ tions are statistically significant p< .001 levels.**: p < 0.01; *: p < 0.05; NS: not significant thus p > 0.05CC-BY-NC-ND · From the PDF
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Figure 3 Second order CFA.
Figure 3 Second order CFA.CC-BY-NC-ND · From the PDF

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Citations

Cites

Research works printed but not linked: 44

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Metadata

Authors
Ploj Virtič, M., Du Plessis, A., & Šorgo, A.
Affiliations
  • Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia
  • Faculty of Education, Nelson Mandela University, Port Elizabeth, South Africa
  • University of Maribor (SI)
ORCID
Venue
European Journal of Teacher Education
Publisher
Informa UK Limited
Published
2021-07-26
Volume
46
Issue
4
Pages
688-706
ISSN
  • 0261-9768 (ISSN-L)
  • 1469-5928
DOI
10.1080/02619768.2021.1957828
OpenAlex
W3186956384
Cited by
22
References
3
Citations by year
2026: 1 · 2025: 8 · 2024: 4 · 2023: 5 · 2022: 4
FWCI
5.71
Type
journal article
Language
en
Open access
Licence
Locations
  • European Journal of Teacher Education (publishedVersion, cc-by-nc-nd)
  • University of Maribor digital library (University of Maribor) (submittedVersion, cc-by-nc-nd)
  • Nelson Mandela University Research Repository (submittedVersion)
Funders
Slovenian Research Agency
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Reflective Practices in Education
Keywords
mentoring, pre-service teachers, teaching practicum, mentor characteristics, feedback, pedagogical knowledge, modeling, information and communication technologies, teacher professional development

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