The Implementation of Mentoring Based Learning to Improve Pedagogical Knowledge of Prospective Teachers

• Published in: International Journal of Instruction Vol. 12; no. 3; pp. 529 - 540
• Main Authors: Nopriyeni, Nopriyeni, Prasetyo, Zuhdan Kun, Djukri, Djukri
• Format: Journal Article
• Language: English
• Published: International Journal of Instruction 01.07.2019
• Subjects: Conventional Instruction; Foreign Countries; Knowledge Level; Mentors; Pedagogical Content Knowledge; Preservice Teacher Education; Preservice Teachers; Program Effectiveness; Teacher Competencies; Indonesia
• ISSN: 1694-609X; 1308-1470
• DOI: 10.29333/iji.2019.12332a

Pedagogical competence refers to the teacher's ability related to their theoretical mastery and its application in teaching performance. This ability can be obtained through educational process based on the level of competence. This research aims at comparing the effect of the mentoring model implementation toward pedagogical knowledge of prospective teachers. This study belongs to a quasi-experiment research with pretest- posttest nonequivalent control group design. The population of this research was the prospective students of Biology Education Department in University of Muhammadiyah Bengkulu. The sample of this research was 60 students taken by using cluster sampling technique. The research instrument used a pedagogical knowledge test. The data were analyzed by using Mann-Whitney U-test. The results showed that the implementation of mentoring model has significant different effect in improving pedagogical knowledge compared to the conventional model. Thus, it can concluded that the implementation of mentoring model has a significant effect on the improvement of pedagogical knowledge. The mentoring model has proven to be effective in supporting the teachers' professional development.