Practice Guidance Lecturer Teaching and Teacher Mentor in Mentoring Program Practicum and The impact on the Quality of Teachers

This study aims to identify the practices guidance teachers, lecturers and teaching (instructional planning, implementing teaching, reflective practice, attitude and personality, values teaching professionalism, knowledge and understanding, teaching and learning skills) in the mentoring program practices and see its impact on the quality of the student teacher (value of teaching professionalism, knowledge and understanding, teaching and learning skills, attitude and personality). This study employs a combination that makes quantitative research design as the primary data and qualitative data from case studies as support data. For the quantitative study, a total of 535 trainees have been used to assess the lecturers teaching practices and teacher guidance counselors, while 144 lecturers and 159 people to evaluate the quality of teachers, student teachers were randomly selected from each IPG Central Zone involved in this study. Two lecturers, two mentors and two trainees involved in a qualitative study. Quantitative data were analyzed using descriptive statistics and inferential statistics involves Manova, and Pearson. Descriptive data analysis showed that the practice of instructional guidance for teachers, lecturers and the most dominant in terms of implementation of teaching (ming = 4:59, sp = .17). Research shows that teacher quality is the highest trainer in terms of attitude and personality (mean = 4:49, sp = .21). The study found there is a relationship between instructional coaching practices (r = 0:13, p = 0.02 (p 0.05) lecturers and teachers, the quality of teachers.