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|dc.description.abstract||Mentoring and assessment play pivotal role in teaching learning process. The main purpose of the study was to investigate mentoring in teaching practice at B.Ed. level in Islamabad/ Rawalpindi. The objectives of the research study were as: (1) to identify the existing situation of mentoring; (2) to identify factors involved in mentoring trainee teachers; (3) to analyse the existing informal and formal mentoring system for trainee teachers; (4) to assess the benefits accrued because of mentoring; (5) to examine the views of the mentees and mentors about the effectiveness of mentoring on their achievement. The research was conducted on B.Ed. students of National University of Modern Languages Islamabad, Federal College of Education H-9 Islamabad, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi, Govt Elementary College for Teachers Women H-9 Islamabad, Govt College for Elementary Teachers, Saidpur Road, Rawalpindi and Bilquis College of Education for Women P.A.F Chaklala Rawalpindi to find out the objectives. All heads/Principals, supervisors, teachers and 948 students of B.Ed. of above mentioned colleges and universities were included in the target population of the study. Total sample of the study was 352, in which 274 students of B.Ed., and 72 teachers, supervisors and 6 heads/Principals of the universities and colleges were selected. The data were collected personally by the researcher. He used a questionnaire of five point likert scale for mentors and mentees. Moreover, an observational checklist was used to observe mentees. An interview of 15% sample was also conducted to know the opinion of respondents regarding mentoring. Chi-square test goodness of fit was used for data analysis. All the research findings indicated that mentoring had strong impact on the performance of mentees. It was observed that mentees were very comfortable and vii confident due to mentoring. Mentors and mentees confessed that formal mentoring was used but it had short duration of forty days. It was found that mentoring had provided psychological and emotional support to mentees and it had reduced their feelings of isolation. It was found in data analysis that mentoring had increased positive reinforcement, self esteem, inter-personal skills, performance, motivation, communication skills and reflection in mentees. After analyzing observational check list, it was found that mentees were well dressed, well planned, confident, maintained discipline, motivated, knowledgeable and competent in all aspects, after mentoring. During analysis of interview, all respondents acknowledged that formal mentoring was in progress. The respondents mentioned that mentoring was very beneficial and effective for beginner teachers. Mentors acknowledged that mentees had learned different things during mentoring as: time management; stress management; problem solving attitude and communication skills. Some suggestions may be made as: duration of mentoring may be ninety days; departments may allocate specific funds for mentoring. Further studies may be conducted in order to know the impact of mentoring in engineering, medical, administration and commerce.||en_US|
|dc.description.sponsorship||Higher Education Commission, Pakistan||en_US|
|dc.publisher||INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD||en_US|
|dc.title||MENTORING IN TEACHING PRACTICE AT B.ED LEVEL IN ISLAMABAD/RAWALPINDI: AN ANALYSIS||en_US|
|Appears in Collections:||PhD Thesis of All Public / Private Sector Universities / DAIs.|
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