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Phenomenological Exploration of Educational Mentoring Relationships and Concerns for 21st Century Pedagogical Praxis in Fitche Pre-Service Primary School College of Teacher Education, Ethiopia

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Title: Phenomenological Exploration of Educational Mentoring Relationships and Concerns for 21st Century Pedagogical Praxis in Fitche Pre-Service Primary School College of Teacher Education, Ethiopia
Language: English
Authors: Girma Moti Geletu (ORCID 0000-0002-4962-037X)
Source: Power and Education. 2026 18(1):16-36.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Mentors, Preservice Teachers, Elementary School Teachers, Teacher Education Programs, Foreign Countries, 21st Century Skills, Preservice Teacher Education, Interpersonal Relationship, Teacher Student Relationship, Teacher Attitudes, Student Attitudes, Praxis, Teaching Methods
Geographic Terms: Ethiopia
DOI: 10.1177/17577438241297238
ISSN: 1757-7438
Abstract: Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers' education. The study answered the central research question "What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?" Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees' performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher's direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional states into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees' professional and pedagogical development practices to improve quality of pre-service teacher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497981
Database: ERIC
FullText Text:
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  Data: Phenomenological Exploration of Educational Mentoring Relationships and Concerns for 21st Century Pedagogical Praxis in Fitche Pre-Service Primary School College of Teacher Education, Ethiopia
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Girma+Moti+Geletu%22">Girma Moti Geletu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4962-037X">0000-0002-4962-037X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Power+and+Education%22"><i>Power and Education</i></searchLink>. 2026 18(1):16-36.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Label: Page Count
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  Data: 21
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%2221st+Century+Skills%22">21st Century Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Praxis%22">Praxis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/17577438241297238
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1757-7438
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers' education. The study answered the central research question "What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?" Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees' performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher's direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional states into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees' professional and pedagogical development practices to improve quality of pre-service teacher education.
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        Value: 10.1177/17577438241297238
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      – Text: English
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        PageCount: 21
        StartPage: 16
    Subjects:
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: 21st Century Skills
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Praxis
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Ethiopia
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      – TitleFull: Phenomenological Exploration of Educational Mentoring Relationships and Concerns for 21st Century Pedagogical Praxis in Fitche Pre-Service Primary School College of Teacher Education, Ethiopia
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