The effectiveness of mentorship in pre-teacher training program : a case study of Zhejiang Normal University

Abstract

This study aims to verify the effectiveness of Mentorship in Pre-teacher training program through the case study of Zhejiang Normal University in China. The study assesses the current advantage and disadvantage of Zhejiang Normal University Elementary Education (ZJNU-EE)’s mentorship program and explore the standard of qualified Mentorship in pre-teacher training.

International perspective by referring to related successful mentorship program has been offered to make a better case of pre-teacher training system in Elementary education

This study uses documents analysis and empirical research methods, including in-depth interviews in the mentorship system at ZJNU-EE. Through the in-depth interview with 14 participants, respectively the policy makers and designer (Department Dean in ZJNU-EE), the mentor performer (Practical mentor teachers in primary school and university), and the participants (college students), this research aims to have a holistic reflection in dimensions of graduates’ competency in job application and after employment, from interviewees’ feedback in influential factors of ZJNU-EE’s success.

The paper has produced two conclusions: The first one is that ZJNU-EE is successful by cultivating the best primary school teacher. The definition of ‘best primary school teacher’ in this study has been divided into two perspectives, the competency of ZJNU-EE graduates in job application procedure and the long term evaluation after the graduates have one year working experience with solid external and internal evaluation; The second one is that Mentorship is the effective factor of the success of ZJNU-EE program to answer the questions that why this program is successful. The value to promote the current Pre-teacher training program/mode of ZJNU-EE and Mentorship program to other universities has been proved for a better mentorship system in pre-teacher education in China.

To some extent, the implementation of a mentorship system can satisfy students’ needs and equip graduates with competitive professional skills, but there is still an improved space for the degree of student’ participation, systematic guidance, laws and rules, and assessment, etc. The experiences of western mentorship system have been added into suggestions in pre-teacher education. Combined with the experience of Teacher Education College, Zhejiang Normal University in implementation, this paper proposes the suggestions and countermeasures to improve the mentorship system.

ZJNU-EE provides an empirical paradigm of Mentorship in teacher education to make up the lack of related research. Further, it can enhance the further research work of Pre-teacher training program/mode with comprehensive theoretical and practical materials, especially in cultivating best Elementary Education teacher in China.