Guiding the Future: How Mentoring Shapes Prospective Teachers during Their Teaching Journey

Abstract

The purpose of this study is to investigate prospective teachers' experiences about Mentoring during teaching practicum. Mentorship represents a vital component in all teacher education programs since their feedback plays an essential role in shaping prospective teachers' professional identity. The quality of feedback and support provided by school and university mentors during their teaching practicum constitutes the focus of this study. The mentor role is vital in skills development and helps prospective teachers adopt the teaching profession. Using a quantitative method, data was collected through an adapted form of EPLEI from 250 prospective teachers enrolled in B.Ed (Hons) at five public sector universities of Khyber Pakhtunkhwa, Pakistan. Findings revealed that prospective teachers widely accepted various support and the key role of mentors during teaching practicum. These include support in content and professional knowledge, classroom management and overall development as a teacher. The study also finds their role in facilitating and socialization of prospective teachers in the school setting. Implications and future recommendations were made at the end of the study.

Keywords: Mentor, Mentoring, Coaching, Teaching Practicum, Prospective Teacher, Teacher Education