Abstract
Mentoring within student teaching practice is a sustained process that supports student teachers’ professional development. This study explored student teachers’ perceptions of mentoring and its impact during a 6-week school-based practice. Qualitative interviews were conducted with 18 student teachers, focusing on their responsibilities, experiences, and collaboration with mentor teachers. Despite some challenges, participants highlighted the value of student teaching practice in bridging theory and practice. Findings indicate that effective mentoring, through continuous feedback, guidance, and reflection, supports the development of essential teaching skills, professional confidence, and reflective practice. Structured mentoring within student teaching practice prepares competent and reflective future teachers.
Introduction
Widely recognized as a comprehensive developmental path that includes growth, learning, and reciprocal evolution for both mentors and student teachers, mentoring develops as a prolonged and persistent experience within the context of student teaching practice (Hennissen et al., 2008; Ismail et al., 2022; Ronfeldt et al., 2018). Within the student teaching practice, mentoring serves as the bridge between theoretical knowledge and practical application. Student teachers enter this phase with a wealth of academic understanding, but it is through the guidance of their mentors that they truly comprehend how this knowledge is translated into effective teaching strategies (Ford, 2017, p. 104). Offers the opportunity to gain hands-on experience in real classroom settings. It allows them to apply their theoretical knowledge in practical scenarios, honing their pedagogical skills, classroom management strategies, and the ability to adapt to the dynamic challenges of teaching. This guided learning process ensures that student teachers not only understand the “what” but also the “how” of teaching (Butler & Cuenca, 2012; Hobson et al., 2009). Each student teacher brings a unique set of strengths and areas for improvement. Throughout this experience, mentors provide guidance and support while refining their own pedagogical skills and gaining fresh insights, and simultaneously, student teachers gain valuable knowledge, pedagogical expertise, and a deeper understanding of the teaching profession (Ambrosetti & Dekkers, 2010). Beyond the acquisition of teaching techniques, it also shapes a student teacher's professional identity. Through their interactions with mentors, student teachers absorb the values, ethics, and dedication required in the teaching profession (Ambrosetti and Dekkers, 2010; Tillema et al., 2011). They learn not only the art of teaching but also the art of being a responsible, compassionate, and effective teacher. Mentoring is not merely an educational supplement but the very heart and soul of the student teaching experience. It equips student teachers with a comprehensive toolkit for success, nurturing their cognitive, emotional, and professional development. It is a crucible and forge their skills, principles, and identity, emerging as confident, competent, and compassionate, ready to make a meaningful impact in the lives of their future teachers.
With an emphasis on the student teachers’ subjective experiences and views, this study aimed to gain a deeper understanding of the consequences and results that occurred during a particular six-week STP. The study aimed to clarify the complexity and specifics of this experience. This analysis is being guided by the following research questions:
(RQ1) To what extent do you think mentor teacher helped you in your professional preparation? (RQ2) What kind of approach did mentor teacher used during your mentoring experience?
Literature Review
Student Teaching Practice as an Experience for Student Teachers’ Development
Student teaching practice is widely recognized as an integral and essential component in preparing student teachers for the teaching profession (Brown et al., 2021; Evelein et al., 2008; Hoffman et al., 2015). It provides a structured environment in which theoretical knowledge gained in university-based courses can be applied in real classroom settings, allowing student teachers to develop practical teaching skills, classroom management strategies, and effective instructional techniques (Becker et al., 2019). Through observation, lesson planning, and direct interaction with learners, student teachers gain first-hand experience that fosters reflective practice, self-assessment, and professional growth. Moreover, student teaching practice serves as a critical platform for building confidence, adapting to diverse learning needs, and understanding the dynamics of school culture, all of which are essential for successful integration into the teaching profession (Canh, 2014). By bridging the gap between theory and practice, student teaching practice not only enhances pedagogical competence but also cultivates the professional identity and readiness required for lifelong development as an effective teacher. In order to give student teachers practical experience in actual classroom environments, student teaching practice is a crucial part of teacher education programs (Clarke et al., 2014). Through the application of theoretical knowledge acquired in coursework to real-world situations, this immersive experience helps student instructors gain a greater understanding of pedagogical approaches and classroom management techniques. Student teachers acquire the skills required to become proficient educators through active engagement with students, lesson planning, and the implementation of plans. This stage is critical for bridging the theory-practice divide because it allows student instructors to hone their methods, adjust to a range of student demands, and get helpful criticism from mentor teachers.
Mentoring as Developmental Experience Toward Student Teachers’ Demands
Researchers (He, 2009; Hobson et al., 2009; Mena et al., 2017; Spooner-Lane, 2016; Tinnelly, 2025) widely highlight the critical role of mentoring in teacher education, emphasizing its centrality to the professional development of student teachers. Mentoring is widely recognized as a multifaceted process that supports novice teachers in navigating the complexities of classroom practice. It typically operates through structured and purposeful activities, such as lesson discussions, classroom observations, and reflective exercises, which collectively form the backbone of effective student teaching practice. These activities allow student teachers to connect theoretical knowledge from their coursework with real-world classroom experiences, gain insights into effective teaching strategies, and engage in self-assessment to identify areas for improvement. By providing guidance, constructive feedback, and opportunities for reflection, mentoring not only enhances pedagogical competence but also fosters professional growth (Larson, 2009), confidence, and the development of reflective practices essential for long-term success in the teaching profession. In the context of preparing future teachers, mentoring is a crucial and essential component of the whole learning process (Matsko et al., 2020; Mena et al., 2017). It is a significant developmental connection where a more experienced person, the mentor, provides instructions, encouragement, and support to a less experienced person, the student teacher. A mentoring relationship built on the foundations of mutual respect, trust, and a shared commitment to personal and professional development is widely regarded as the most effective and sustainable. Such relationships create a safe and supportive environment in which student teachers can openly share challenges, seek guidance, and explore new strategies for growth. Allen and Eby (2007) emphasize that mentoring often begins in the early stages of one's professional journey and has a lasting impact on both self-development and career advancement. By fostering trust and collaboration, mentors can guide student teachers not only in acquiring practical skills and knowledge but also in developing confidence, professional identity, and long-term career resilience. The combination of relational support and goal-oriented guidance ensures that the mentoring experience contributes meaningfully to the student teachers’ ongoing personal and professional growth.
As student teachers navigate the difficult terrain of their teacher education and preparation, experienced teachers take on the roles of mentors and facilitators for them and generously impart their teaching experiences, leading by example and serving as role models to inspire and guide student teachers in their professional development (Garza et al., 2019; Hudson, 2013; Mullen & Klimaitis, 2021). As student teachers progress through the challenging journey of teacher education and professional preparation, experienced teachers assume critical roles as mentors and facilitators. These mentors provide invaluable guidance by sharing their own classroom experiences, demonstrating effective teaching practices, and modeling professional behavior. By leading through example, they serve as role models who inspire and support aspiring teachers, helping them navigate both the practical and emotional challenges of the profession. This mentorship not only enhances the student teachers’ pedagogical skills and classroom management abilities but also fosters the development of professional identity, reflective practice, and a deeper understanding of the ethical and social responsibilities inherent in teaching (Beck & Kosnik, 2002). Through ongoing observation, feedback, and collaborative discussion, mentors create a supportive learning environment that empowers student teachers to grow into competent, confident, and reflective teachers.
Mentor Teacher as a Role Model for Teaching Profession
Through their dynamic and multifaceted interactions with mentors, student teachers undergo a transformative process in which they actively internalize and adopt the fundamental values, ethics, and unwavering dedication that are not only encouraged but indeed required within the teaching profession (Sempowicz & Hudson, 2012). These interactions serve as an immersive experience, enabling student teachers to embrace the moral and professional compass necessary for effective and impactful teaching. Butler and Cuenca (2012) examine the multifaceted role of the mentor teacher by framing it through three distinct but interrelated conceptions: the mentor as an instructional coach, as an emotional support system, and as a socializing agent. As an instructional coach, the mentor provides practical guidance, modeling effective teaching strategies, offering feedback on lesson planning and delivery, and supporting the student teacher in the application of theoretical knowledge within real classroom contexts (Tinnelly, 2025). In the role of an emotional support system, the mentor helps student teachers navigate the challenges and stresses of classroom practice, fostering confidence, resilience, and professional self-efficacy. Finally, as a socializing agent, the mentor facilitates the student teacher's integration into the professional culture of education, promoting understanding of ethical standards, classroom norms, and collaborative practices within the school community. Their findings underscore the profound influence mentors have on the professional development of student teachers, highlighting how both subtle guidance—such as encouragement or role modeling—and overt interventions—such as structured feedback and targeted support—collectively shape the mentee's pedagogical skills, professional identity, and socialization into the teaching profession. Mentor-student interactions often revolve around discussions and practical examples of values like empathy, respect, diversity, and fairness. These values are imparted not through lectures but through lived experiences and real-world modeling. Student teachers learn how to apply these values in their school-based class interactions, creating an inclusive and respectful learning environment for their learners. Mentors play a critical role in helping student teachers navigate the ethical dilemmas they might encounter. Through discussions, mentor feedback, and real school-based class experiences, student teachers develop a deep understanding of the ethical responsibilities inherent in teaching. Student teachers engage in self-assessment and critical reflection under the guidance of their mentors through their feedback. They evaluate teaching methods, classroom management, and interactions with learners (Kwan & Lopez-Real, 2005). This process fosters a continuous commitment to improvement and professional growth, as they strive to align their actions with the values and ethics they have absorbed (Clarke et al., 2014). The mentor-student relationship plays a crucial role in shaping a student teacher's professional identity. Through these interactions, student teachers develop a sense of belonging to the teaching community and embrace their role as future teachers. They recognize that their actions and decisions will impact the lives of their learners and society as a whole. Interactions with mentors serve as an immersive and experiential platform where student teachers absorb not just the technical aspects of teaching, but also the moral and ethical dimensions that are integral to being an effective and ethical teacher (Parker et al., 2021). This experience during mentoring shapes their professional identity and equips them with the essential qualities required for a fulfilling and impactful career in teaching.
Methods
Data for this study were collected using a qualitative approach through interviews with student teachers from the Faculty of Education at the University of Prishtina. During this year of study, they completed a six-week student teaching practice in one of 24 primary schools in Prishtina. Each student teacher had an assigned teacher who was certified as a mentor and had prior experience working with student teachers.
Design
As Kumar (2017) indicated, a characteristic that sets apart qualitative research is its ability to collaborate with participants to share discoveries as they go through the study (Kumar, 2017, p. 135). Based on the work of Okan and Yildirim (2004), a semi-structured interview protocol was employed to explore participants’ experiences of the student teaching practice in depth. The interview questions were designed to address four key dimensions: the purpose of the student teaching practice, the nature of the assigned tasks, the student–mentor relationship, and additional issues arising from the overall process. Specifically, participants were invited to reflect on their understanding of the purpose of the student teaching practice and its role in preparing them for their future profession. Further questions examined whether the assigned tasks aligned with this purpose and whether students encountered any difficulties in carrying them out. To capture the mentoring dimension, participants were asked to describe their relationship with their mentors, the feedback received, and the frequency and nature of mentoring sessions. Finally, open-ended questions allowed participants to raise any additional points regarding their student teaching practice. This structure enabled both guided discussion and flexibility, allowing participants to elaborate on aspects most relevant to their individual experiences.
Participants
Student teachers (n = 18) were randomly selected from the third year of study in the Departments of Primary Education and General Pedagogy at the Faculty of Education, University of Prishtina. Mentor teachers were assigned to all student teachers by the faculty practice coordinator, and students completed their teaching practice under the supervision of these mentors. During the academic year in which the study was conducted, the student teaching practice lasted six weeks, with student teachers attending schools according to their mentors’ schedules, typically for five to six hours per day. Throughout this period, all participants completed the compulsory student teaching practice component of their study program and gained direct experience in school-based classrooms, including lesson observation, assisting mentor teachers in the implementation of classroom activities, and assuming responsibility for planning and delivering instructional units. Participation in the study was based on this single inclusion criterion, ensuring that all selected student teachers had comparable teaching practice experiences relevant to the aims of the research.
Data Analysis
In this study, a descriptive qualitative analysis was employed to examine student teachers’ mentoring experiences, which constituted the primary focus of the research. The data were systematically analyzed, summarized, and interpreted to identify key patterns related to the perceived importance of student teaching practice, the responsibilities assumed during this experience, and the challenges encountered by student teachers. The focus group questions were designed to encourage participants to reflect on these aspects and to articulate their perspectives in relation to mentoring and professional development. Focus group discussions were documented through detailed field notes, capturing the most salient information relevant to the research aims. To ensure ethical standards and protect participants’ anonymity, student teachers were identified using coded initials (ST1–ST18).
Findings
The data acquisition process involved the administration of inquiries to student teachers, seeking their perceptions on three main issues identified for examination and analysis: student teaching practice, mentor teacher, and mentoring. Through structured questioning, respondents were prompted to articulate their opinions, attitudes, and viewpoints on these three thematic areas, thereby facilitating a comprehensive understanding of their perspectives and contributing to the richness of the dataset.
Student Teachers and Their Student Teaching Practice
From the interpretation of student teachers’ response in Table 1, their participation in STP is a crucial way of connecting the theoretical knowledge learned in faculty-based courses with its practical implementation. In addition to enabling them to put the ideas that they’ve studied into practice, according to them this practical experience also acts as a useful self-evaluation tool, highlighting their areas of strength and development. Over the course of the four years of study, they mention that the value of STP became more clear and also encouraged them. ST5 agreed that “it is a crucial component in the Teacher Education program” and ST13 completes it by adding that “it kind of experience as a preparation for working with children since it is a delicate job”. Hence, according to their responses, through this invaluable opportunity, they had a chance to interact directly with learners, improve their methods of teaching, and discover the wide range of learning opportunities offered by educational institutions. All things considered, the priceless impact of STP transcends the boundaries of academia and makes a substantial contribution to their development as competent and thoughtful teachers.
Student Teachers’ Perception About Student Teaching Practice.
When questioned about their professional preparedness, the diversity in their responses became evident, reflecting the varied instructional methods employed by their teachers as well as the unique individual approaches each person adopted towards their education and training. This suggests a multifaceted influence on their perspectives and readiness within their respective professional domains.
“STP facilitates the practical application of theoretical knowledge acquired in university-based course, enabling us to effectively integrate theory with practice. Concurrently, it serves as a platform for self-assessment, allowing us to identify areas for improvement and refine our skills for enhanced future performance. STP, integral to our four-year teacher training program, holds significant value and exerts a substantial influence by fostering self-reflection and prompting profound personal and professional development.” – ST3
While ST3 mentions that it helps in their preparation and acquaintance with the profession, ST8 and ST10 complete it by specifically mentioning commitments such as: “we learn how to conduct lessons, manage the class, coordinate time, learn how to evaluate”. Hence, during the immersive experience of STP, student teachers acquire a multifaceted skill set essential for an effective teaching approach. This comprehensive experience encompasses the development of teaching proficiency, classroom management strategies, adept time coordination, and nuanced evaluation methodologies. Through guided practice and reflective engagement, student teachers cultivate competencies in delivering engaging lessons, fostering conducive learning environments, optimizing instructional pacing, and employing diverse assessment techniques to ascertain student progress and comprehension. This experiential learning process within the classroom setting serves as a cornerstone in the professional formation of student teachers, equipping them with the requisite abilities to navigate the complexities of teaching and learning.
Continuing with the discussion about the student teachers’ responsibilities during STP, in the faculty-based course of pedagogical practice, the tasks are assigned, and they must perform in school-based class. Thus, among the other questions during the interview was: “do you think that the assignments and tasks given by the university-based professor affect your professional preparation?” They were asked about this because of the assignment of tasks and their realization make them experience the profession more. Even though the majority agreed that tasks has an impact on their preparation, not all agreed that they were appropriate.
While ST1 said, “Yes, tasks about planning and reflection represent pivotal activities that inherently encourage an indirect approach to the profession, thereby fostering continuous improvement in future endeavors”, ST2 complained, “…some of them are redundant and a big burden on us as students, since in addition to the faculty-based course Pedagogical Practice, we have other courses and other tasks for our preparation”. In conclusion, tasks involving planning and reflection serve as fundamental pillars, nurturing an indirect yet effective approach to professional development, thereby facilitating ongoing enhancement in future pursuits. However, the presence of redundant tasks within the curriculum, coupled with the weight of additional responsibilities beyond the scope of Pedagogical Practice course, poses a significant challenge to student teachers, demanding careful consideration and streamlining to optimize their educational journey and preparation for the teaching profession.
Student Teachers and Their Mentor Teacher
The approach of the mentor teacher is also seen as a very important element for the student's professional preparation. And in this way, their opinion was sought. The question was, how can you describe the relationship and behavior of the mentor teacher during the practice? they has three different answers: sometimes friendly, sometimes professional and sometimes not very profitable (Table 2).
Student Teachers’ Perception About Mentor Teachers’ Approach.
The perspectives shared on the mentor teacher – student teacher relationship reflect a diverse range of dynamics. On one hand, the emphasis on friendly rapport and open communication underscores the importance of mutual understanding and support throughout the experiential learning process. This sentiment is further accentuated by the mentor's dedication to providing comprehensive guidance and assistance, fostering an environment conducive to the student teacher's growth and development. Conversely, while neutrality characterizes another viewpoint, it suggests a relationship devoid of pronounced highs or lows, implying a functional but perhaps less emotionally invested interaction. Nonetheless, irrespective of the nature of the relationship, the overarching commitment to professional development and mentorship remains evident, underscoring the intrinsic value placed upon the mentor-mentee dynamic in facilitating the journey towards academic and professional excellence. This report is distinguished by several notable attributes that epitomize its effectiveness in facilitating growth and development within the mentor teacher – student teacher relationship. Among these attributes are a profound sense of cooperation, wherein both parties actively collaborate to achieve mutual goals and objectives. The opinions of three participants (ST2, ST6, and ST17) were in agreement: “My relationship with the mentor teacher is very good, the teacher is very cooperative, has a lot of understanding towards me, is always ready to help me in case of need”. Additionally, a palpable willingness to offer assistance permeates the report, indicative of a supportive environment wherein mentorship is nurtured and sustained. Moreover, ST3 and ST6 showed that a profound level of understanding is evident, as the mentor comprehends the unique needs and challenges of the student teacher, tailoring guidance and support accordingly. Finally, the provision of insightful advice serves as a cornerstone of the report, offering valuable perspectives and recommendations aimed at enhancing the mentee's learning experience and professional growth. Collectively, these qualities underscore the report's efficacy in fostering a dynamic and enriching mentor-mentee relationship.
In the end, ST17 said, “Excellent collaboration that will be very helpful to me in the future”. Hence, the robust level of cooperation exhibited in this context not only signifies a strong collaborative effort in the present circumstances but also holds promise for its enduring benefits in future endeavors. This cooperative spirit lays a solid foundation for forging meaningful relationships, fostering trust, and facilitating seamless collaboration, all of which are invaluable assets that can greatly contribute to success and growth in future undertakings.
Student Teachers and Their Mentoring Experience
During the mentoring of student teachers, the mentor teacher plays an important role, knowing that this experience prepares them for the profession they have chosen. From the experience with their mentor, they gain professionalism through observation, communication, conversation, counseling, and feedback. These elements are seen as the basis of effective mentoring. In this context, the following question was addressed to the students during the interviews: “Did your mentor teacher give you feedback or advice during supervision, and how do you think discussions between mentors and student teachers should work?
The responses in Table 3 indicate that mentor teachers played a crucial role in supporting student teachers throughout the mentoring experience by providing continuous feedback, advice, and professional guidance. While ST2 said that “I had the opportunity to discuss with the teacher, particularly regarding the care and planning of activities that are appropriate for the pupils”, then mentors were seen as facilitators who not only introduced student teachers to the classroom environment but also guided them on how to communicate and behave appropriately with pupils, . This initial orientation helped student teachers feel more confident and prepared to manage classroom interactions effectively. In addition, mentors provided constructive feedback on the activities conducted by student teachers, offering practical suggestions for improvement and encouraging them to explore new teaching strategies in the future.
Student Teachers’ Perception About Mentoring Experience.
Students also reported that discussions with their mentors were frequent and meaningful. ST 10 stated that: “We have discussed ways to capture the children's attention, which techniques can be used at different stages of the lesson, how to write a lesson plan, how to create activity plans, and so on”. These conversations often focused on observation techniques, test design, methods of assessment, and even on more administrative aspects, such as maintaining a personal journal for pupils and organizing consultations with parents. Such exchanges allowed student teachers to connect theoretical knowledge with real classroom practices, thereby deepening their understanding of the teaching process and the responsibilities involved in a teacher's role.
At the same time, students highlighted the importance of professionalism in mentor–mentee interactions. They emphasized that mentors should maintain a respectful and supportive attitude, avoiding the use of inappropriate expressions or behaviors that could undermine the student's confidence. With this regard, ST15 said that “The discussion should be clear and understandable so that we can gain new information and have the most successful possible collaboration”. Instead, mutual respect and appreciation should characterize these discussions, ensuring that both mentor and student teacher recognize and value each other's contributions.
The data collected from student teachers highlight that as for Student Teaching Practice student teachers consistently emphasized that STP provides an essential bridge between theory and practice. Participation in STP allowed them to apply the knowledge gained in faculty-based courses directly in classroom settings. They reported that this practical experience enabled them to improve lesson delivery, classroom management, time coordination, and assessment techniques. In addition, STP facilitated self-reflection, helping students identify strengths and areas for improvement. While most students recognized the value of tasks assigned during the faculty-based Pedagogical Practice course, some expressed concerns about redundancy and workload, suggesting that a balance between learning objectives and manageable assignments is crucial. As for Mentor Teacher Support, they highlighted a central role in student teachers’ professional development. Responses indicated a range of dynamics in the mentor–mentee relationship, including friendly, professional, and neutral interactions. Positive relationships were characterized by open communication, cooperative guidance, and tailored support. Students highlighted that mentors not only provided feedback on classroom activities but also helped them plan lessons, observe teaching strategies, and understand evaluation methods. Even in neutral relationships, the focus on professional guidance remained evident, demonstrating the mentor's critical role in facilitating practical learning. Regarding Mentoring Experience, it was reported as frequent and meaningful, covering classroom management, lesson planning, assessment design, and administrative tasks such as pupil journals and parent consultations. Students emphasized that these discussions should be conducted professionally, with clear and respectful communication, and based on mutual respect and collaboration. Mentors who provided guidance in a structured and professional manner helped student teachers feel more confident and prepared to manage classroom interactions. Overall, mentoring contributed not only to skill development but also to understanding ethical and professional responsibilities in teaching.
Overall, the findings show that student teaching practice, combined with effective mentor support and mentoring, constitutes a critical component of teacher preparation. STP offers hands-on experience that connects theory to practice, while mentor guidance ensures continuous feedback, professional growth, and reflective practice. Together, these elements contribute to the development of competent, reflective, and well-prepared future teachers.
Discussion
Figure 1 illustrates the findings derived from the results, highlighting the role of mentoring in student teacher development. The figure identifies five interconnected elements—Guidance and Support, Personalized Development, Emotional Support, Professional Identity, and Transition to Practice—each representing a key dimension of effective mentoring. Collectively, these components demonstrate how mentoring contributes to the holistic professional growth of student teachers by supporting both their personal and professional development throughout their student teaching practice.
Framework for understanding the role of mentoring in student teacher development
The cyclical nature of the framework suggests that mentoring is not linear but iterative—progress in one area reinforces growth in others. For example, emotional support enhances the mentee's ability to engage in personalized development, while guidance and skill-building contribute to forming a professional identity. Overall, the chart demonstrates that mentoring encompasses both practical and psychosocial dimensions, facilitating comprehensive teacher preparation that integrates knowledge, skills, values, and emotional resilience.
Conclusion
This study highlights the critical role of student teaching practice (STP) and mentoring in preparing student teachers for the teaching profession. STP provides a practical bridge between theoretical knowledge and classroom application, enabling student teachers to develop essential skills in lesson planning, classroom management, assessment, and self-reflection. Assigned tasks support professional growth, though careful balance is needed to avoid redundancy and excessive workload.
Mentor teachers play a central role in this process, offering guidance, feedback, and tailored support. Effective mentoring fosters professional competence, confidence, and reflective practice, while emphasizing clear communication, mutual respect, and collaboration. Even in neutral relationships, mentor guidance remained instrumental in helping student teachers navigate classroom responsibilities and understand professional and ethical expectations.
Overall, the combination of immersive STP and structured, supportive mentoring equips student teachers with the skills, knowledge, and reflective capabilities necessary for effective teaching. These experiences collectively contribute to the formation of competent, confident, and reflective educators, underscoring the essential role of mentoring and practical experience in teacher education programs.
Future Implications
This study points to several directions for future research on student teaching practice and mentoring. Future studies could adopt longitudinal designs to examine how mentoring experiences during student teaching influence early career development and professional identity formation. Including mentor teachers’ perspectives would provide a more comprehensive understanding of mentoring dynamics and expectations.
Additionally, comparative research exploring different mentoring models and supervision approaches across institutional or national contexts could offer insights into practices that most effectively support student teacher development. Further research might also investigate the relationship between task design, mentoring quality, and student teacher outcomes, contributing to the evidence base for improving student teaching practice and mentoring structures.
Footnotes
Funding
The author received no financial support for the research, authorship, and/or publication of this article.
Declaration of Conflicting Interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.