Mentoring relationship and prospective teachers' psycho-emotional development during Teaching Practice
Published:
May 20, 2025
Keywords:
Teaching Practice mentoring mentoring relationship psycho-emotional development emergency remote teaching
Abstract
The article investigates the quality of mentoring relationships between prospective teachers and mentor teachers, as developed through Mentoring during the implementation of an annual teaching practice program in a real school environment, and the impact of these mentoring relationships on the psycho-emotional improvement of prospective teachers. Qualitative case study research was conducted between October 2021 and May 2022, in two-time phases (October-January, March-May). 77 prospective teachers, students from the Department of Theology of the National and Kapodistrian University of Athens participated in the survey. The perceptions of the prospective teachers about the form of the mentoring relationship that develops in the mentoring pairs in the context of the teaching practice program, the results of the students' training in the field of their psycho-emotional improvement and the cultivation of their teaching self-efficacy, as well as the influence of the mentoring relationship on the emergence of these results were investigated. In both phases of the research, both qualitative (Most Significant Change technique, focus groups) and quantitative research tools (questionnaire to assess the quality of the mentoring relationship, questionnaire to measure teaching self-efficacy) were used simultaneously, so that the questions under consideration were explored triangularly. Content analysis and thematic analysis were applied to the data extracted from the qualitative research tools, and descriptive and inferential statistical analysis (SPSS) was used for the quantitative data of the questionnaires. The results showed that during the Practicum implemented through Mentoring there is a marked improvement in the psycho-emotional state and teaching self-efficacy of the teacher candidates. The form of the mentoring relationship contributes to this, in particular the communication and trust that develops within mentoring pairs. These findings have particular scientific weight in line with the international literature and can be used in the design and implementation of similar teaching practice programs for new or prospective teachers through Mentoring.
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Papaioannou, M. (2025). Mentoring relationship and prospective teachers’ psycho-emotional development during Teaching Practice. Hellenic Journal of Research in Education, 14(1), 52–69. https://doi.org/10.12681/hjre.40494
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