Abstract
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.
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