IGBOSCHOLARS INTERNATIONAL JOURNAL OF IGBO SCHOLARS FORUM, NIGERIA

This study examined English Language Teaching Practice (ELTP) from two distinct mentorship perspectives. They are the cooperating teacher phase and the supervisor phase. The study aimed to compare the effectiveness of these roles in enhancing student teachers’ classroom preparedness, teaching methodology, and professional development. A descriptive survey research design was employed, utilising questionnaires, interviews, and classroom observations to collect both quantitative and qualitative data. A sample of 100 student teachers was selected (25 from the cooperating teacher phase and 75 from the supervisor phase) using stratified random sampling. Data analysis included percentage calculations, frequency distributions, and thematic analysis. The findings revealed that student teachers rated their experiences higher under the supervisor phase than the cooperating teacher phase. Key improvements were noted in lesson planning guidance (Mean Score: 3.8 as a cooperating teacher vs. 4.2 as a supervisor).Classroom management support (3.6 vs. 4.4).Assessment and feedback mechanisms (3.9 vs. 4.5). Overall experience (3.85 vs. 4.42). Performance analysis indicated a 13.3% increase in student teachers achieving excellent scores (80-100%) under the supervisor mentorship, suggesting a more structured and effective training model. Thematic analysis highlighted three major advantages of the supervisor phase: (1) structured feedback mechanisms, (2) increased exposure to diverse teaching methodologies, and (3) greater emphasis on professionalism and ethics. The study concludes that while cooperating teachers provide foundational guidance, supervisors offer a more standardised, structured, and impactful mentorship that significantly improves student teachers’ performance and confidence. Recommendations include enhanced training for cooperating teachers and supervisors, standardised assessment criteria, and the integration of digital supervision tools. These findings contribute to the ongoing discourse on teacher education reforms in L2 contexts, advocating for mentorship models that balance both practical experience and structured supervision to optimise student teachers’ learning outcomes.

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