Mentoring within student teaching practice is a sustained process that supports student teachers’ professional development. This study explored student teachers’ perceptions of mentoring and its impact during a 6-week school-based practice. Qualitative interviews were conducted with 18 student teachers, focusing on their responsibilities, experiences, and collaboration with mentor teachers. Despite some challenges, participants highlighted the value of student teaching practice in bridging theory and practice. Findings indicate that effective mentoring, through continuous feedback, guidance, and reflection, supports the development of essential teaching skills, professional confidence, and reflective practice. Structured mentoring within student teaching practice prepares competent and reflective future teachers.
Nita Bakija-Haraçija (Tue,) studied this question.