Role of mentoring as a pathway for professional growth in early childhood teacher education
Bibliographic Data
| ID | 21686142 |
|---|---|
| Authors | Delal Helin Çiftcioğlu (0009-0009-9366-1302, Hacettepe University), Selda Aras (0000-0001-7285-0336, Hacettepe University, corresponding author) |
| Year | 2025 |
| Pages | 1-16 |
| Publication date | 2025-10-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Early Childhood Education Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1350-293X • E-ISSN: 1752-1807 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1350293x.2025.2576754 |
| OpenAlex | W4415534165 |
| Language | EN |
| References cited | 34 |
While mentoring has seen a surge of interest in the field of professional development, there has been a scarcity of research on its role in early childhood teacher education. The aim of this study is to contribute to the development of knowledge about mentoring as a potential driver of professional learning for pre-service early childhood teachers. By adopting a theoretical perspective of Community of Practice, this article reports the findings of a qualitative study on the mentoring process experienced by student teachers. The thematic analysis of reflective meetings and interviews with the participants revealed that mentoring fostered a collaborative and supportive professional culture. Findings illuminate how mentoring can contribute to student teachers’ professional growth regarding professional motivation, sense of belonging, self-confidence, emotional well-being, and teacher as researcher identity. This study responds to the need to understand the potential for mentoring in early childhood teacher education
Child development · Early childhood · Early childhood education · Early childhood teacher · Faculty Development · Professional development · Qualitative research · Teacher education · Collaborative Teaching and Inclusion · Early Childhood Education and Development · Teacher Education and Leadership Studies
Communities of Practice
Pre-Service Student-Teacher Self-efficacy Beliefs
Finding Satisfaction in Belonging
Is the Practicum an efficient process for the development of competences of future teachers? An approach from the perspective of professional socialisation
Holistic, aspirational professional standards as a boundary object between communities of practice for pre-service teachers
Mentoring beginning teachers
Teaching with a peer
Reimagining trainee teacher practicum experiences in Turkish K-12 schools
The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities
Constructing Co-Mentoring Partnerships
Situated Learning
| Highly cited | No |
|---|