What does this research mean for the field?

While the architectural design of learning spaces influences relationship development, mentors successfully facilitate constructive pedagogies and maintain collegial rapport with pre-service teachers irrespective of the classroom architecture. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how mentoring practices and mentor-mentee relationships for pre-service primary teachers operate across traditional classrooms and innovative, open learning environments.

September 8, 2026Teachers and TeachingOpen Access

Mentoring pre-service primary teachers in two differing architectural school buildings

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Authors

JFJo Fletcher CAChris Astall TMTing Ma

Discussion

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Overview

Qualitative study reveals that classroom architecture influences mentor-trainee relationship dynamics in primary schools, suggesting interpersonal rapport remains foundational regardless of layout.

Key Points

To examine how mentoring practices and mentor-mentee relationships for pre-service primary teachers operate across traditional classrooms and innovative, open learning environments.
Conducted qualitative interviews with eight mentor teachers and seven pre-service primary teachers enrolled in an initial teacher education qualification in New Zealand.
Performed thematic analysis on interview responses to assess the pedagogical and interpersonal impacts of varying school architectural designs.
School building architecture influenced mentor-mentee relationship formation, with shared open spaces altering the learning and collaborative teaching dynamics for pre-service teachers.
Mentor teachers sustained constructive pedagogies, scaffolded learning, and high collegial rapport irrespective of the classroom architecture.

Cite This Study

Fletcher et al. (2026) studied this question.

synapsesocial.com/papers/6a9fd77658e84d0ff5b46337 https://doi.org/10.1080/13540602.2026.2729130

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September 8, 2026Teachers and TeachingOpen Access

Mentoring pre-service primary teachers in two differing architectural school buildings

View Full Paper

Ask AI

Bookmark

Authors

JFJo Fletcher CAChris Astall TMTing Ma

Discussion

Member takes

Overview

Qualitative study reveals that classroom architecture influences mentor-trainee relationship dynamics in primary schools, suggesting interpersonal rapport remains foundational regardless of layout.

Key Points

To examine how mentoring practices and mentor-mentee relationships for pre-service primary teachers operate across traditional classrooms and innovative, open learning environments.
Conducted qualitative interviews with eight mentor teachers and seven pre-service primary teachers enrolled in an initial teacher education qualification in New Zealand.
Performed thematic analysis on interview responses to assess the pedagogical and interpersonal impacts of varying school architectural designs.
School building architecture influenced mentor-mentee relationship formation, with shared open spaces altering the learning and collaborative teaching dynamics for pre-service teachers.
Mentor teachers sustained constructive pedagogies, scaffolded learning, and high collegial rapport irrespective of the classroom architecture.

Cite This Study

Fletcher et al. (2026) studied this question.

synapsesocial.com/papers/6a9fd77658e84d0ff5b46337 https://doi.org/10.1080/13540602.2026.2729130

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