Mentors' perspectives in guiding professional teachers: A study of the pre-service teacher education program

Abstract

This study examines the role of mentors in the Teacher Professional Education program (PPG) in Indonesia, exploring how mentors contribute to shaping prospective professional teachers. The PPG program integrates pedagogical theory with direct teaching practice in schools, wherein mentors serve as critical bridges between academic knowledge and the realities of educational practice. Employing a qualitative approach with an instrumental case study design, this study involved four mentors and 30 PPG student-teachers from four subject areas at a teacher education institution in Indonesia. Data were collected through in-depth interviews, participatory observation, and analysis of reflective journals. The findings reveal that the role of mentors extends beyond technical teaching skills, encompassing four key dimensions: (1) mentor as professional role model exemplifying best practices, (2) mentor as learning facilitator promoting critical reflection, (3) mentor as provider of emotional support in navigating early teaching challenges, and (4) mentor as agent of socialization into school culture and the teaching profession. The effectiveness of mentoring is significantly influenced by the quality of the mentor-mentee relationship, the mentor's pedagogical competence, and institutional support systems. This study contributes to the theoretical understanding of teacher professional learning and offers practical implications for developing more effective PPG programs in preparing prospective professional teachers.