Abstract
The present study aimed to analyze the views of pre-service teachers, expressed through metaphors, about the adequacy of mentors and teaching practice schools and their recommendations for effective mentoring. A phenomenological design was adopted, and participants included 105 mentees. The current mentors and teaching practice schools had attributes that were not adequate for active mentoring. The mentor should be selected based on criteria such as professional competence, ability to perform mentoring roles, and positive interpersonal relationships. The teaching practice schools should be selected based on human relations, educational activities, the quality of education and instruction, and the physical conditions of the school.
Keywords
professional development, school-university partnership, practical education, teacher
ORCID Identifiers
Suzan Canli: https://orcid.org/0000-0003-3619-3345
Hasan Demirtas: https://orcid.org/0000-0002-4223-5786
DOI
10.5038/2577-509X.8.1.1325
Recommended Citation
Canli, S., & Demirtas, H. (2024). Pre-service teachers evaluate mentors and teaching practice schools using metaphors. Journal of Global Education and Research, 8(1), 82-102. https://www.doi.org/10.5038/2577-509X.8.1.1325
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
