Key Features of the Coaching and Mentoring Model for Enhancing Pre-service Teachers’ Competencies in Conducting Science Classroom Action Research
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Abstract
This qualitative research under interpretivist paradigm aims to study and synthesize the critical features of the coaching and mentoring model that enhance pre-service science teachers’ CAR competencies. Semi-structure interview about the coaching and mentoring strategy that success to promote teacher’s CAR competency was administered to eight University lecturers. Inductive analysis in conjunction with content analysis were used. The findings showed that the eight of coaching and mentoring models had something in common. The five critical features consisted of letting teacher face with problem, face to face meeting, just in time support, giving the good example, sharing and contribution. The research findings of this paper provide suggestions for teacher preparation programs and stakeholders to successful support pre-service teachers’ competencies in conducting CAR.
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