There has been a growing understanding of the importance and benefits of teacher mentoring (Kelchtermans, 2019; Kutsyuruba, Walker, & Godden, 2019). Studies have documented the positive effects of formal induction programs and mentoring on teachers’ commitment and retention, classroom teaching, and student achievement (Ingersoll & Strong, 2011; Kutsyuruba et al., 2019). Although the concept of mentoring is highly disputed, the field of mentoring and the benefits mentoring has for mentees are well documented (Kemmis, Heikkinen, Fransson, Aspfors, & Edwards-Groves, 2014). Although there has been a call for policymakers, teacher educators, and researchers to place greater priority and focus on mentor preparation, the body of research on mentor education is still sparse, with knowledge of mentors’ professional development and learning described as even more frail (Aspfors & Fransson, 2015).

The notion of what constitutes a good mentor has changed throughout time and place, the term first entering the English language in the mid 18th century with its origins in Greek mythology (Webster, 2006). The mythical Mentor, described in the Odyssey, was the trusted adviser and counsellor appointed to look after, guard and nurture young Telemachus when his father, King Odysseus, was away at war.Hence,the word‘ mentor’ came to mean ‘wise advisor’ and was associated with someone who might be a role model, provide help, or act as a guide, advisor or counsellor. Furthermore, a mentor had significant wisdom and would share this knowledge over some time with a younger or less experienced colleague. While a mentor was traditionally a more senior person, this classical definition has given way to conceptual change over time.

As Heikkinen, Jokinen and Tynjala, (2012) describe, mentoring in recent years has become associated more with collaboration, collegiality and interaction. It should not involve one-way guidance where the mentor holds power in a top-down relationship and merely transfers knowledge or administers advice. Rather mentoring should involve conversation, discussion and dialogue, where the mentor engages in a reciprocal exchange of ideas and joint construction of knowledge with the mentee. Mentoring, thereby, closely resembles the coconstruction model of learning where new knowledge is constructed through collaboration and social interaction (Burley & Pomphrey, 2011). By bringing together and explicitly sharing a range of different viewpoints, perspectives and ideas, both mentor and mentee create new knowledge and meaning together (Livingston & Shiach, 2010). This is particularly the case in initial teacher education where professional experience has tended to move from a traditional orientation based on apprenticeship models to a reflective orientation, then finally, to learning ommunities with a focus on reciprocal learning relationships (Keogh, Dole, & Hudson, 2006; Le Cornu, 2010; Le Cornu & Ewing, 2008).

An important requisite, upon completion of the four-year teaching degree, pre-service teachers (PSTs) in Institutes of Teacher Education (ITE) are required to complete two 12-week phases of teaching practicum and a 4-week internship stint in schools. During the teaching practicum and the internship stages, the PSTs will be assigned to a supervisor from the institute as well as a teacher mentor in the schools they are placed in. Both the supervisor and the teacher mentor will mentor and evaluate the PSTs as they undergo the practicum and internship in the schools. This arrangement calls on both the supervisor and the teacher mentor to work closely together in mentoring the pre-service teachers as they make their maiden foray into the teaching arena.The basis of the current study stemmed from a concerning perplexity of all parties concerned ‘not being on the same page’.

Prior to the commencement of the teaching practicum and the internship phases, the supervisors, teacher mentors and the pre-service teachers will be given a briefing by the Head of the Practicum Unit of the Institute of Teacher Education. These briefings which entail the roles, responsibilities and requirements of the parties involved are often done separately. Once these briefings are completed, the mentoring and evaluation aspects are left to the individual supervisors and teacher mentors except for the final evaluation which is termed as the “Penyeliaan Bersama” and constitutes 40% of the overall practicum evaluation. The existing practice of the “Penyeliaan Bersama” is that both the supervisor and the teacher mentor will sit together and discuss the final grade based on all the separate evaluations done by both in the duration of the teaching practicum, the PSTs’s reflective journals and their teaching portfolios. While this practice has certainly worked rather well in many circumstances, nevertheless there are mitigating flaws that cannot be overlooked especially at the expense of the PSTs’ overall professional growth as beginning teachers.This small-scale study is focused on the teacher mentors in the schools my PSTs were placed in early this year for the second phase of the teaching practicum and the internship. The study was guided by three research questions which are; (1) what do you understand by the concept of mentoring, (2) what are the challenges faced as teacher mentors when it comes to mentoring PSTs and (3) how can institutes of teacher education improve the mentoring process in schools. In this qualitative-based study, data was mainly gathered through two instruments which was an online open-ended questionnaire and a focus-group discussion. The teacher mentors who participated in this study, have between them, six to fourteen years of teaching experience and all of them have mentored between one to five PSTs in the duration of their teaching profession. The findings are organized according to the research questions.

The concept of mentoring
A prevalent term used by the teacher mentors when asked to define what the concept of mentoring means to them is as a ‘guide’. Some of the responses from the questionnaire and the focus group discussion highlighted this term as depicted below:
To guide and drive them to the correct path of how teaching should be.
Mentoring is a relationship where a more knowledgeable and experience person share and provides support and guidance to the mentee
As an educator, it means guiding a mentee to be prepared in their professional career as an educator.
Mentoring is like a guiding relationship where experienced teachers help less experienced ones or students to grow and succeed.

More recent definitions of mentoring suggest a reciprocal relationship where both mentor and mentee benefit and learn. However, Mena et al. (2017) assert that many mentors of PSTs, in practice, remain ‘directive’ in approach. While demonstrating an understanding that mentoring consist of guiding the PSTs in teaching, it appears that the mentor teachers view their roles as guides within the context of imparting advise and knowledge from the foundation of being more experienced. This concurs with a more traditional approach of the mentoring apprenticeship models (Keogh, Dole & Hudson, 2006; Le Cornu, 2010; Le Cornu & Ewing, 2008). In the focus group discussion, the teacher mentors disclosed that their preferred approach to mentoring is more focused on providing suggestions and advise based on issues that they observed during the teaching practicum as the extracts from the focus group discussion below would depict :
My approach to mentoring student-teachers through the “symptom and cure” method involves
identifying challenges through observation and feedback, diagnosing the underlying causes, and providing targeted solutions.
Suggest and give advice. Approach and discuss the issue with the trainee teacher.

Challenges in mentoring pre-service teachers
A predominant theme that emerged in both the online questionnaire and the focus group discussion was the nature of the teacher mentor and PSTs relationship as the responses below would indicate:
From my experience, student-teachers become too dependent on their mentors, hindering their
development of independence.
Over dependence of their mentors
Some mentees still think and act like a student and waits for instructions

In employing a preferred mentoring approach that is more top-down in nature, the teacher mentors have made the PSTs more reliant on their suggestions. This highlights Mena et al. (2017)’s arguments on the nature of the teacher mentor and PSTs relationship. In their work, they claim that mentor relationships are very much dependent on the interactions that occur between the mentor and mentee and that relational component should be one that centres on the teacher mentor nurturing the PSTs.. This view is also supported by Nolan (2017), who assert that an effective mentoring relationship incorporates respectful, responsive, reciprocal and reflective elements which takes time to establish. Many authors also argue that a quality mentor needs to establish a professional relationship where the pre service teachers feel comfortable to ask questions and share observations (Allen & Wright, 2014; Ambrosetti, Knight, & Dekkers, 2014; Mena et al., 2016; Uusimaki, 2013). Arguably, other researchers (Bullock, 2017; Gao & Benson, 2012; Graves, 2010) insist that the teacher mentor be aware of power relationships. Yuan and Lee (2014, 2016), for instance, warn that unequal power relationships leave the PSTs vulnerable to a wide array of negative emotions. A quality mentor, therefore, will provide the PSTs with equal power and an appropriate amount of autonomy. PSTs should be a key ‘partner’ and ‘stakeholder’ who share an open and democratic relationship with their mentors.

Suggestions to improve the mentoring process
A persistent need for a more collaborative partnership mentoring approach between the institute supervisors, the teacher mentors and their PSTs seem to be the suggestion unanimously articulated by the teacher mentors in the questionnaire and discussion session : In my opinion, before the practicum begins, IPGs should organize workshops, seminars, and networking events for student-teachers to connect with experienced educators and school mentors that will be their mentor in the schools. in this event/programs, interactive sessions will promote engagement, while networking opportunities facilitate connections and knowledge sharing.

There should be a clear understanding of the expectations, guidelines and roles of all concerned to support the mentoring process, I would suggest to create realistic modules.

In view of the suggestions provided by the teacher mentors, it is pivotal for all parties involved specifically the three; practicum supervisors from the institute, teacher mentors in schools and the PSTs to establish clear definitions of their roles in order to move towards a more holistic, collegial, reciprocal and collaborative approach towards PST mentoring during the teaching practicum. This small scale study has highlighted some important insights pointing towards the need for a more comprehensive and data-driven mentoring framework (El Kadri & Roth, 2015; Grimmett et al., 2018; Grudnoff, Haigh & Mackisack, 2017). The findings however are limited within the context of the present study and are not meant to be a generalization of the role of mentors and the mentoring process.

When a PST undertakes professional experience in a school and first engages in the teaching practicum, a good mentor and mentoring partnership is absolutely crucial, often determining the difference between success and failure (Ellis & Osborne, 2015; Izadinia, 2015). By providing PSTs with quality mentoring, the teacher mentor helps build the capability and resilience aspiring teachers require to effectively transition into the profession.

As the PSTs spend a substantial amount of their time in schools during the teaching practicum, the teacher mentors literally are the “hands that rock the cradle behind the scenes”.

References
Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136e151.https://
doi.org/10.1080/13540602.2013.848568.

Ambrosetti, A., Knight, B. A., & Dekkers, J. (2014). Maximizing the potential of mentoring: A framework for pre-service teacher education. Mentoring & Tutoring: Partnership in Learning, 22(3), 224-239.

Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 48, 75–86.
Retrieved from https://doi.org/10.1016/j.tate.2015.02.004

Bullock, S. M. (2017). Understanding candidates’ learning relationships with their cooperating teachers: A call to reframe my pedagogy. Studying Teacher Education, 13(2), 179-192.
Burley, S., & Pomphrey, C. (2011). Mentoring and coaching in schools: Professional learning through collaborative inquiry. Routledge.

El Kadri, M. S., & Roth, W. M. (2015). The teaching practicum as a locus of multi leveled, school-based transformation. Teaching Education, 26(1), 17-37.

Ellis, N., & Osborne, S. (2015). Mentoring-collaborative approach. Independent Education, 45(2), 14.

Gao, X., & Benson, P. (2012). ‘Unruly pupils’ in pre-service English language teachers’ teaching practicum experiences. Journal of Education for Teaching, 38(2), 127-140.

Graves, S. (2010). Mentoring pre-service teachers: A case study. Australasian Journal of Early Childhood, 35(4), 14-20

Grimmett, H., Forgasz, R., Williams, J., & White, S. (2018). Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator. Asia-Pacific Journal of Teacher Education, 46(4), 340-353.

Grudnoff, L., Haigh, M., & Mackisack, V. (2017). Re-envisaging and reinvigorating schooleUniversity practicum partnerships. Asia-Pacific Journal of Teacher Education, 45(2), 180-193.

Heikkinen, H. L., Jokinen, H., & Tynjlala, P. (Eds.). (2012). Peer-group mentoring for teacher development. Routledge.

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentor ing programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(8), 201–233.

Izadinia, M. (2015). Talking the Talk and Walking the Walk: Pre-service Teachers’ Evaluation of their Mentors. Mentoring & Tutoring: Partnership in Learning, 23(4), 341–353.

Kelchtermans, G. (2019). Early career teachers and their need for support: Thinking again. In A. Sullivan, B. Johnson, & M. Simons (Eds.), Attracting and keeping the best teachers. Issues and opportunities ,83–98, Springer Singapore.

Kemmis, S., Heikkinen, H. L. T., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154–164.

Keogh, J. E., Dole, S. L., & Hudson, E. (2006). Supervisor or mentor? Questioning the quality of pre-service teacher practicum experiences.

Kutsyuruba, B., Walker, K. D., & Godden, L. (2019). Contextual factors in early career teaching: A systematic review of international research on teacher induction and mentoring programs. Journal of Global Education and Research, 3(2), 85–123.

Le Cornu, R. (2010). Changing roles, relationships and responsibilities in changing times. Asia-Pacific Journal of Teacher Education, 38(3), 195-206.

Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre service teacher education : reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799e1812.

Livingston, K., & Shiach, L. (2010). Co-constructing a new model of teacher education. Connecting Inquiry and Professional Learning in Education: International Perspectives and Practical Solutions,83-95.

Mena, J., García, M., Clarke, A., & Barkatsas, A. (2016). An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings. European Journal of Teacher Education, 39(1), 53–76.

Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66,47- 59.

Uusimaki, L. (2013). Empowering pre-service teacher supervisors’ perspectives: A relationalcultural approach towards mentoring. Australian Journal of Teacher Education, 38(7), 4.
Webster, M. (2006). Merriam-Webster online dictionary. Retrieved https://www. merriamwebster.com/dictionary/mentor.

Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44,1-12.

Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a studentteacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 19- 841.

Written by Shubashini Suppiah