Acta Pedagogia Asiana

Mentorship in Teacher Education Programs: A Review of Practices, Outcomes, and Challenges

Felix Mwesigwa, Nalukenge Nakato — Tue, 26 Aug 2025 00:00:00 +0000

Mentorship in teacher education plays a vital role in the development of pre-service teachers by bridging the gap between theoretical knowledge and practical application. Effective mentorship fosters professional identity, enhances classroom management skills, and promotes long-term career satisfaction. This review aimed to explore the different models of mentorship in teacher education, their outcomes, challenges, and enablers to identify best practices and provide evidence for improving mentorship programs. A systematic review was conducted using databases such as ERIC, Scopus, and JSTOR. Inclusion criteria focused on peer-reviewed articles published between 2013 and 2024, with a specific focus on teacher education programs. Studies examining mentorship models, outcomes, and challenges were considered. The review identified several mentorship models, including traditional dyadic mentorship, peer and group mentoring, and online/e-mentoring. Key outcomes of mentorship include professional identity development, enhanced instructional skills, and increased teacher retention. Challenges, such as time constraints, mentor overload, and mismatched mentor-mentee pairings, were prevalent. Enablers like structured mentor training and reflective practices emerged as critical for successful mentorship programs. Findings highlight the need for structured, evidence-based mentorship programs in teacher education to improve teacher preparation and retention. Future research should focus on longitudinal and cross-cultural studies to explore the long-term effects of mentorship. This review contributes to the development of mentorship models that can be implemented to support teacher growth and retention globally.

A Literature Review of Action Research Trends and Innovations for Teaching Physics in the Philippines

Arnel R. Andrin, Mauricio S. Adlaon — Wed, 20 Aug 2025 00:00:00 +0000

This systematic literature review examined how action research was used to address persistent challenges in physics education in the Philippines. Physics education played a key role in building scientific literacy, critical thinking, and problem-solving skills—competencies emphasized by the K to 12 curriculum under Republic Act No. 10533 and reinforced by DepEd Order No. 16, s. 2017, which promoted teacher-led research. The urgency for pedagogical innovation intensified during the COVID-19 pandemic, which disrupted traditional teaching and exposed limitations in laboratory access, digital readiness, and student engagement. Despite these developments, there had been no comprehensive synthesis of empirical studies documenting how action research supported physics instruction in the Philippine context. This review addressed that gap by consolidating findings from 14 peer-reviewed studies published between 2021 and 2025, identified through a PRISMA 2020, guided search across Scopus, Web of Science, Google Scholar, ERIC, and ScienceDirect. Qualitative thematic analysis revealed four dominant trends: experiential simulations and inquiry-based models that actively engaged learners in conceptual exploration and problem-solving; integration of technological tools such as PhET simulations, mobile learning platforms, and video-based instruction to enhance accessibility and interactivity; cultural contextualization, including the incorporation of indigenous games and ethno-STEM approaches to increase relevance and inclusivity; and gamification to promote motivation, collaboration, and sustained participation, particularly in underserved communities. These innovations demonstrated positive effects on student engagement, achievement, and teacher professional growth, yet challenges persisted. These included inadequate institutional support for sustained research, unequal access to technology, and difficulties in aligning innovations with standardized curricula. The review concluded that action research offered a systematic, evidence-based mechanism for refining teaching strategies, fostering reflective practice, and sustaining innovation. The findings provided a foundation for enhancing teacher training, shaping education policy, and promoting broader adoption of learner-centered, context-sensitive approaches in physics education.

Prevalence of Mental Health Issues Among Secondary School Students in Surabaya, Indonesia, Using the Strengths and Difficulties Questionnaire

Ainun Nafisah, Tharani Balamurugan — Wed, 05 Nov 2025 00:00:00 +0000

Adolescent mental health is a growing concern worldwide, yet evidence from Indonesia remains limited. This study examined the prevalence of mental health issues among secondary school students in Surabaya using the Strengths and Difficulties Questionnaire (SDQ). A cross-sectional survey was conducted across four schools, involving 167 junior and senior high school students. Participants self-reported emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship difficulties, and prosocial behavior. Data were analyzed using descriptive statistics and non-parametric tests to explore differences across gender, age, school type, and school level. Findings revealed that 24.6% of students were at substantial risk of mental health difficulties. In contrast, 70.7% of students were unlikely to experience clinically significant problems, and only 1.8% were at risk of low prosocial behavior. Female students reported higher total difficulty scores but also demonstrated greater prosocial behavior compared to males. Additionally, students in public schools showed higher levels of prosocial behavior than those in private schools.

Educational Service Strategy in Increasing Public Interest in Madrasahs and Integrated Islamic Schools

Anis Fauzi, Misbayani Misbayani, Yuli Rohmiyati — Tue, 18 Nov 2025 00:00:00 +0000

Public interest in integrated Islamic madrasahs and schools is growing, yet challenges remain in delivering comprehensive and effective educational services. This study aimed to explore the forms of educational services developed in madrasahs and integrated Islamic schools, as well as the involvement of teachers, educational personnel, and parents in enhancing service quality. A qualitative descriptive approach was employed, using in-depth interviews, observations, and documentation at four research sites in Serang City, Indonesia. Participants included school principals, teachers, administrative staff, and parents. The results indicated that suitable educational services in madrasahs comprised core subject learning, extracurricular activities, talent development, and library services. Additional facilities included science laboratories, counseling rooms, places of worship, school cooperatives, canteens, and multimedia rooms. In integrated Islamic junior high schools, services also involved dormitory management, health programs, and auxiliary services such as laundry and sewing. Teacher councils and educational personnel actively supported these services, while parental involvement further enhanced service quality. Limitations included restricted land for sports facilities and the need for improved public awareness of new services. In conclusion, integrated Islamic schools that implement comprehensive educational strategies attract greater public interest and foster holistic student development. Future research should investigate the long-term impact of these services on academic performance, character formation, and community engagement, as well as strategies to optimize limited resources and expand access to high-quality educational services.

The Correlation of Students’ Communication and Collaboration Skills to Work Ethics through Project-Based Learning

Lianto Lianto, Yulista Trias Rohayati, Sri Rahayu Lestari — Sun, 05 Oct 2025 00:00:00 +0000

Effective communication and collaboration were vital competencies that students needed to master to enhance their work ethic in the 21^st century. This study sought to investigate the relationship between communication, teamwork, and work ethic qualities in the context of Project-Based Learning (PBL). The sample for this study comprised students enrolled in an introductory immunology course at the Faculty of Biology, Malang State University, Indonesia. Data were analyzed using multiple regression and correlation analysis. The findings indicated a correlation among communication, collaboration, and work ethic skills. Communication and teamwork contributed 61.5% to students' work ethic skills in project-based learning. The project-based learning style was crucial for enhancing students' communication and collaboration abilities. Project-based learning also influenced students' work ethic. It was strongly recommended to implement the project-based learning approach in higher education institutions to enhance students' 21^st-century competencies.