ABSTRACT This study explores Ethiopian preservice primary science teachers’ perception of mentoring practices. Using a survey design, the Amharic translation of Mentoring for Effective Primary Science Teaching (MEPST) was administered to 239 graduating preservice science teachers, enrolled in four teacher education colleges. In addition, we interviewed 20 students, using semi-structured interviews, to better understand their perceptions of mentoring practices. For the survey, the analysis combined confirmatory factor analysis (CFA) and other relevant statistic to ensure the psychometric properties of MEPST-Amharic and to explore their perception of mentoring practices respectively. The fit indices were χ2 = 1184.287, df = 514, TLI = .905, CFI = .913, RMR = .074, RMSEA = .074 (p < .001) and a reliability value of.979. These verify that MEPST-Amharic has both factorial validity and internal consistency reliability. Most student indicated they (about 80%) did not benefit much from their teaching practices. The study also found that the mentors’ personal traits were unsupportive of mentees professional development. Majority of mentees were not introduced to the necessary policy and school documents. The professional knowledge of mentees was not reinforced with timely guidance and constructive feedback. Student responses also showed that mentors lacked personality of primary science teacher, thus, they found challenging to model their mentors’ science teaching. Moreover, the supports and feedbacks gained from mentors focus on class and time management issues and lesson plans respectively. To improve the mentoring practices, it is necessary to give mentors trainings in science-specific mentoring skills to make them an effective science teacher and mentor. Personal attributes and pedagogical knowledge of mentors should be emphasized.

中文翻译：

---

埃塞俄比亚职前小学科学教师对科学教学辅导的看法

摘要 本研究探讨了埃塞俄比亚职前小学科学教师对指导实践的看法。使用调查设计，对 239 名就读于四所师范学院的职前科学教师进行了有效初级科学教学指导 (MEPST) 的阿姆哈拉语翻译。此外，我们使用半结构化访谈采访了 20 名学生，以更好地了解他们对指导实践的看法。对于调查，分析结合了验证性因素分析 (CFA) 和其他相关统计数据，以确保 MEPST-阿姆哈拉语的心理测量特性，并分别探讨他们对指导实践的看法。拟合指数为 χ2 = 1184.287、df = 514、TLI = .905、CFI = .913、RMR = .074、RMSEA = .074 (p < .001)，可靠性值为 .979。这些验证了 MEPST-Amharic 具有因子效度和内部一致性信度。大多数学生表示他们（约 80%）没有从他们的教学实践中受益。研究还发现，导师的个人特质不利于学员的职业发展。大多数学员没有被介绍到必要的政策和学校文件。学员的专业知识没有通过及时的指导和建设性的反馈得到加强。学生的反应还表明，导师缺乏初级科学教师的个性，因此，他们发现为导师的科学教学建模具有挑战性。此外，从导师那里获得的支持和反馈分别侧重于课堂和时间管理问题以及课程计划。为了改进辅导实践，有必要对导师进行科学特定指导技能的培训，使他们成为有效的科学教师和导师。应强调导师的个人品质和教学知识。