Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia.
Saved in:
| Title: | Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia. |
|---|---|
| Authors: | Geletu, Girma Moti1 (AUTHOR) girmamgeletu5@gmail.com |
| Source: | Power & Education. Mar2026, Vol. 18 Issue 1, p16-36. 21p. |
| Subject Terms: | *Mentoring in education, *Teacher education, *Teaching methods, *Student teachers, Capacity building, Ethiopians, Phenomenology |
| Geographic Terms: | Ethiopia |
| Abstract: | Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers' education. The study answered the central research question "What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?" Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees' performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher's direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees' professional and pedagogical development practices to improve quality of pre-service teacher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Power & Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 191572604 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Geletu%2C+Girma+Moti%22">Geletu, Girma Moti</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> girmamgeletu5@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Power+%26+Education%22">Power & Education</searchLink>. Mar2026, Vol. 18 Issue 1, p16-36. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink><br /><searchLink fieldCode="DE" term="%22Ethiopians%22">Ethiopians</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers' education. The study answered the central research question "What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?" Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees' performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher's direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees' professional and pedagogical development practices to improve quality of pre-service teacher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Power & Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191572604 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/17577438241297238 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 16 Subjects: – SubjectFull: Mentoring in education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Capacity building Type: general – SubjectFull: Ethiopians Type: general – SubjectFull: Phenomenology Type: general – SubjectFull: Ethiopia Type: general Titles: – TitleFull: Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Geletu, Girma Moti IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17577438 Numbering: – Type: volume Value: 18 – Type: issue Value: 1 Titles: – TitleFull: Power & Education Type: main |
| ResultId | 1 |
