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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.
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]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Competing practice-based mentoring frameworks for student-teachers: between quasi-residency and expedited alternative teacher preparation.
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Jul2026, Vol. 49 Issue 3, p557-578. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br />*<searchLink fieldCode="DE" term="%22Apprenticeship+programs%22">Apprenticeship programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/02619768.2024.2384480
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      – Code: eng
        Text: English
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        StartPage: 557
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      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Apprenticeship programs
        Type: general
      – SubjectFull: Master teachers
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      – SubjectFull: Teaching teams
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      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Mentoring
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            – D: 01
              M: 07
              Text: Jul2026
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              Y: 2026
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