In-service teachers mentoring teacher trainees: (Not always) constructive dialogue

Abstract

The paper concerns the topic of student teaching in the context of preservice teacher training. More specifically, the paper examines the nature of relationship between in-service teachers who undertake the role of practicum supervisor and student teachers, potential entrants into teaching. Relationships are a two-way interaction and the quality of dialogue depends on the engagement of both parties, which means that it is both supervisor (mentor) and teacher trainee (mentee) who are responsible for the development of this relationship. The aim of the present study was, however, to explore the role of mentor in directing the mentoring process, engaging student teachers in dialogue and developing a working relationship with them. The respondents were English philology students who had elected teacher training as part of their degree. The research instruments – questionnaire and interview – sought to gather data on various aspects of respondents’ student teaching: primarily, the relation with their mentors, but also more general issues, such as their contacts with the school headteacher and the atmosphere at school. The results of the study show that while some mentors provide high-quality supervision and develop a genuine connection with their mentees, for about one-fifth of respondents cooperation with their supervisor was difficult. What we see as one of the problems is that the function and role of practicum supervisor is not regulated in any formal way. Supervisors are not informed on what is expected from them and are not prepared or trained for this function. Whether teacher trainees conduct their student teaching in a supportive environment seems to solely depend on the mentor’s personality traits and good will.