Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash?

Abstract

This study examines similarities and differences between mentor teachers’ and student teachers’ perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. In addition to the interview data, the participants were asked to use metaphors to describe the mentoring relationship. The findings indicated that there was no serious dispute between their ideas and both parties considered encouragement and support, an open line of communication and feedback as the most significant elements. They also used metaphorical images such as guiding, parenting and training, verifying the importance of support and nurturing in the mentoring relationship. However, a difference was identified in participants’ attitudes of the impact of the mentoring relationship on student teachers’ identity formation. Based on the findings it is suggested that mentor teachers consider the significance of the mentoring relationship on development of student teachers’ identity.

Keywords:

• mentoring relationship
• pre-service teachers
• teacher identity
• metaphors

Acknowledgements

The author is grateful to all participants taking part in this research, especially the student teachers who devoted some of their time to this research even though they were busy with their course and practicums.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

Edith Cowan University PhD scholarship.