Caring relationships in the environment of changing teacher professional development

  • Mawuadem Koku Amedeker University of Education, Winneba
Keywords: skilled mentors, internship programmes, dialogue sessions, replacement teachers, internship schools


Despite the growing knowledge that the mentorship model of teacher education enhances the personal and socio-professional development of teacher-trainees, some mentors appear oblivious to this fact. This study examines the perceptions of undergraduates on internship about their mentors’ roles in mentoring them. These are teacher-trainees admitted from senior high schools and who are undergoing the initial teacher education and hence need to be fostered by skilled mentors. An open-ended questionnaire and an interview were used to evaluate 120 post-internship students’ impressions of their mentors. Three categories of mentors emerged: (1) absentee caregivers; (2) minimal caregivers and (3) committed caregivers. The trainees perceived dialogue sessions; reflective moments; and mentors’ supervisory skills as beneficial. The results reveal that the commitment of mentors is very important in selecting internship schools. 

Author Biography

Mawuadem Koku Amedeker, University of Education, Winneba

Department of Science Education


Journal Identifiers

print ISSN: 2508-1128