Building Better Teachers: The Constructivist Influence of Cooperative Mentors in Early Childhood Fieldwork

Omayya M. Al-Hassan; Rommel Mahmoud AlAli; Ali Ahmad Al-Barakat; Ashraf Mahrous Zaher

doi:10.63332/joph.v5i5.1728

Authors

Omayya M. Al-Hassan Department of Early Childhood, Queen Rania Faculty for Childhood, The Hashemite University, P.O. Box 330127, Zarqa, 13133, Jordan
Rommel Mahmoud AlAli The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia
Ali Ahmad Al-Barakat Department of Education, University of Sharjah, Sharjah, United Arab Emirates, 4Faculty of Educational Sciences, Yarmouk University, Irbid 21163, Jordan
Ashraf Mahrous Zaher Translation, Authorship and Publication Center, King Faisal University, Al-Ahsa 31982, Saudi Arabia

DOI:

https://doi.org/10.63332/joph.v5i5.1728

Keywords:

Constructivist Learning Practices, Cooperating Mentors, Pre-Service Teachers, Early Childhood Education, Field Experience

Abstract

This study explores the role of cooperating mentors in promoting constructivist learning practices among pre-service early childhood education teachers during their field experience. Constructivist learning emphasizes active, self-directed learning, critical thinking, and social interaction. Data were gathered using the Cooperating Mentor Behavior Assessment Tool from 210 pre-service teachers in field education programs at public universities. The findings revealed that cooperating mentors supported practices such as encouraging children to share ideas and connecting lessons to prior knowledge. However, gaps were identified in areas like uncovering children’s prior knowledge, facilitating knowledge construction, and using assessments to enhance learning. The study also found no significant relationship between pre-service teachers’ evaluations of mentors’ roles and factors such as academic performance, teaching experience, or mentor qualifications. The study concludes with recommendations to improve the implementation of constructivist practices in teacher education.