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The instrument was renamed the Mentoring for Effective Teaching Practicum Instrument and assessed trainee teachers’ perceived experiences with mentors during a two-week annual practicum at elementary and high schools. Starting from 34 items, the tool was expanded to 62, then reviewed and shortened to 36 items across six unidimensional dimensions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-and-validation-of-the-mentoring-for-effective-teaching-practicum-instrument/598390/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-and-validation-of-the-mentoring-for-effective-teaching-practicum-instrument/598390.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of adapting the original mentoring instrument?","Question",{"text":112,"@type":113},"To make the instrument more universal so it can be used beyond the elementary science mentoring context while improving the quality of teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the instrument change during development?",{"text":117,"@type":113},"It was expanded from 34 to 62 items by adding new and prior items, with all statements rephrased for broader teaching contexts, and then shortened to 36 items based on analyses.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the revised instrument validated and what dimensions were included?",{"text":121,"@type":113},"Responses from 105 pre-service teachers were analyzed using Principal Component and Confirmatory Factor Analyses. The final version contains 36 items across six unidimensional dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and information and communication technology.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598390,1792116638,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOI: [https://doi.org/10.26529/cepsj.1315](https://doi.org/10.26529/cepsj.1315)  \nDevelopment and Validation of the ‘Mentoring for Effective Teaching Practicum Instrument’  \nMateja Ploj Virtič*1, Andre Du Plessis2 and Andrej Šorgo3  \n• In the context of improving the quality of teacher education, the focus of the present work was to adapt the Mentoring for Effective Primary Science Teaching instrument to become more universal and have the potential tobe used beyond the elementary science mentoring context. The adapted instrument was renamed the Mentoring for Effective Teaching Practicum Instrument. The new, validated instrument enables the assessment of trainee teachers’ perceived experiences with their mentors during their two-week annual teaching practicum at elementary and high schools. In the first phase, the original 34-item Mentoring for Effective Primary Science Teaching instrument was expanded to 62 items with the addition of new items and items from the previous works. All items were rephrased to refer to contexts beyond primary science teaching. Based on responses on an expanded instrument received from 105 pre-service teachers, of whom  \n94 were females in their fourth year of study (approx. age 22–23 years), the instrument was reviewed and shortened to 36 items classified into six dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and Information and Communication Technology due to outcomes of Principal Component and Confirmatory Factor analyses. All six dimensions of the revised instrument are unidimensional, with Cronbach alphas above 0.8 and factor loadings of items above 0.6. Such an instrument could be used in follow-up studies and to improve learning outcomes of teaching practice. As such, specific and general recommendations for the mentee, mentors, university lecturers, and other stakeholders could be derived from the findings to encourage reflection and offer suggestions for the future.  \nKeywords: Mentoring, Teacher Education, Teaching practicum, Instrument  \n1 *Corresponding Author. Faculty of Natural Science and Mathematics, University of Maribor, Slovenia; [mateja.plojvirtic@um.si](mateja.plojvirtic@um.si).  \n2 Faculty of Education, Nelson Mandela University in South Africa, South Africa.  \n3 Faculty of Natural Sciences and Mathematics, University of Maribor, Slovenia.  \nRazvoj in validacija Instrumenta za merjenjeučinkovitosti mentorstva na pedagoški praksi  \nMateja Ploj Virtič, Andre Du Plessis in Andrej Šorgo  \n• Prispevek predstavlja razvoj in prilagoditve instrumenta Mentorstvo zaučinkovito poučevanje naravoslovja na razredni stopnji izobraževanja (orig. Mentoring for Effective Primary Science Teaching – MEPST). Cilj razvojnega dela je bil razviti univerzalni instrument, ki bi bil uporabenza spremljavo mentorstva študentom na pedagoški praksi z namenomizboljšanja kakovosti izobraževanja učiteljev. Revidirani instrument smopoimenovali »Mentoring for effective teaching practicum instrument – METPI«, kar bi lahko v slovenskem jeziku prosto poimenovali kot Instrument za merjenje učinkovitosti mentorstva na pedagoški praksi (IZMUMpp). Nov revidiran in validiran instrument omogoča ocenjevanje zaznanih izkušenj študentov z njihovimi mentorji na strnjeni pedagoškipraksi na osnovnih in srednjih šolah. V prvi fazi razvoja je bil originalni Hudsonov instrument MEPST razširjen s 34 na 62 trditev, z dodajanjem lastnih trditev in trditev iz predhodnih Hudsonovih instrumentov. Vse trditve so bile preoblikovane iz konteksta poučevanja primarnega naravoslovja na način, da zajamejo širše področje izobraževanja. Na podlagi odgovorov 105 študentov (94 jih je bilo ženskega spola) četrtega letnika pedagoškega študija (pribl. starosti 22–23 let) ter analize glavnih komponent (angl. Principal component analysis – PCA) in potrditvene faktorske analize (angl. Confirmation factor analysis – CFA) je bil instrument skrajšanna 36 trditev, razvrščenih v šest dimenzij (komponent). T","cbCaicwDln5ew4h1","https://ap.wps.com/l/cbCaicwDln5ew4h1","pdf",244949,28,"English","# Introduction\n## Rationale and education program structure\n## Development of the adapted instrument\n## Validation results and dimensions\n## Recommendations and implications","[{\"question\":\"What was the purpose of adapting the original mentoring instrument?\",\"answer\":\"To make the instrument more universal so it can be used beyond the elementary science mentoring context while improving the quality of teacher education.\"},{\"question\":\"How did the instrument change during development?\",\"answer\":\"It was expanded from 34 to 62 items by adding new and prior items, with all statements rephrased for broader teaching contexts, and then shortened to 36 items based on analyses.\"},{\"question\":\"How was the revised instrument validated and what dimensions were included?\",\"answer\":\"Responses from 105 pre-service teachers were analyzed using Principal Component and Confirmatory Factor Analyses. The final version contains 36 items across six unidimensional dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and information and communication technology.\"}]","Development and Validation of the Mentoring for Effective Teaching Practicum Instrument | PDF",1792086840,71]