Mentors&apos
[EN] The impact of the student-teacher mentor's identity is crucial for the development of pre-service teachers during their practicum, influencing skill acquisition, knowledge assimilation, and the nurturing of self-esteem. This research delves into the area of mentoring approaches for ea...
| Authors: | , |
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| Format: | book part |
| Publication Date: | 2024 |
| Country: | España |
| Institution: | Universitat Politècnica de València (UPV) |
| Repository: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Language: | English |
| OAI Identifier: | oai:riunet.upv.es:10251/206856 |
| Online Access: | https://riunet.upv.es/handle/10251/206856 |
| Access Level: | Open access |
| Keyword: | Mentoring Pre-service teachers Approaches Identity |
| Summary: | [EN] The impact of the student-teacher mentor's identity is crucial for the development of pre-service teachers during their practicum, influencing skill acquisition, knowledge assimilation, and the nurturing of self-esteem. This research delves into the area of mentoring approaches for early childhood and primary student-teachers in Spain. Using a qualitative approach, data from 35 mentors was analyzed to understand their approaches in guiding pre-service teachers. The study identified three distinct mentor identities approaches: those focused on developing students' design skills, fostering socialization, and facilitating professional growth. To enhance the quality of mentorship, universities and school-university partnerships should prioritize the training of mentors in these approaches, ensuring they can provide optimal guidance for the future educators they support. |
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