Competing practice-based mentoring frameworks for student-teachers: between quasi-residency and expedited alternative teacher preparation.
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| Title: | Competing practice-based mentoring frameworks for student-teachers: between quasi-residency and expedited alternative teacher preparation. |
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| Authors: | Carmi, Tal1,2 (AUTHOR) talcarmi.mail@gmail.com, Vander Bechor, Sharon1 (AUTHOR), Tamir, Eran1 (AUTHOR) |
| Source: | European Journal of Teacher Education. Jul2026, Vol. 49 Issue 3, p557-578. 22p. |
| Subject Terms: | *Student teachers, *Mentors, *Apprenticeship programs, *Master teachers, *Teaching teams, *Teacher education, Mentoring |
| Abstract: | At their best, teacher preparation programmes harness the power of mentoring to provide professional, emotional, and organisational support for novice teachers and student-teachers. While teacher mentoring research provides much information regarding effective practices, little is known about how different preparation tracks structure the mentoring they provide. Based on interviews with student-teachers (n = 24), this paper examines and compares the mentoring experiences of students in two different, highly reputed Israeli teacher preparation tracks; Academia-Classroom and Hotam. The analysis focuses on emerging similarities and differences between the tracks, indicating two structural aspects associated with the intensity of mentoring – the division of mentors' roles and co-teaching – that hindered or supported the quality of student-teachers' mentoring experience. It exemplifies that, despite the importance of individual agency and interpretation, structural programmatic features are key factors in shaping teacher preparation processes and outcomes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | At their best, teacher preparation programmes harness the power of mentoring to provide professional, emotional, and organisational support for novice teachers and student-teachers. While teacher mentoring research provides much information regarding effective practices, little is known about how different preparation tracks structure the mentoring they provide. Based on interviews with student-teachers (n = 24), this paper examines and compares the mentoring experiences of students in two different, highly reputed Israeli teacher preparation tracks; Academia-Classroom and Hotam. The analysis focuses on emerging similarities and differences between the tracks, indicating two structural aspects associated with the intensity of mentoring – the division of mentors' roles and co-teaching – that hindered or supported the quality of student-teachers' mentoring experience. It exemplifies that, despite the importance of individual agency and interpretation, structural programmatic features are key factors in shaping teacher preparation processes and outcomes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02619768 |
| DOI: | 10.1080/02619768.2024.2384480 |
