Mentoring For Student-teachers Professional Practice Of Special Needs Education At Sebeta Special Needs Teachers College Linkage Schools

The purpose of the study was to assess the effectiveness of school based mentoring practicerntowards student-teachers practical experiences in some selected linkage schools. The studyrndrew upon quantitative approaches. The samples were selected by available sampling methodsrnand the data were collected from 103 student-teachers through self-administered questionnaires.rnFrequencies, Percentages and Mean were used, and the study employed descriptive analysis tornsummarize participants’ response. The qualitative data gathered from purposefully selected 8rnschools’ practicum coordinators through semi-structured interviews to support the quantitativerndata and analyzed in verbatim after it was organized through coding and categorization. Thernstudy results indicate that the mentoring practice procedure applied in the schools did notrnemphasize on student-teachers’ field of study and towards their professional practice. Thernexperience and professional knowledge of teacher-mentors in SNE is not directly matched tornsupport student-teachers as a mentor. The results also indicated that trainees’ professionalrntraining left to the training institutes. Though, the study indicates the supported provided for thernstudent-teachers was not effective in relation to their field of study, its contribution in improvingrnthe professional knowledge and development of student-teachers in teaching does not undermine.rnIt is recommended that greater focus be given to improve the roles and status of teacher mentorsrnto become strong partners in practicum programs in response to a number of factors pertainingrnto the pre-service training and student-teachers’ professional development

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