2026-09-15T22:26:59Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1552822025-04-30T20:44:31Zcom_10366_155055com_10366_4512com_10366_3823col_10366_155056

00925njm 22002777a 4500 dc Clarke, Anthony author Mena Marcos, Juan José author 2020-04 [EN] Teachers who mentor student teachers on practicum play a critical role in teacher education. However, it is widely reported that these teachers are poorly prepared and lack sufficient knowledge for mentoring. And what is known about mentoring is largely drawn from idiosyncratic single-context studies. In an attempt to extend the scope of this knowledge, this study draws on the Mentoring Profile Inventory (www.mentoringprofile.com) to chart how mentors conceive of their work within and across six international contexts. The outcome is a comparative analysis that highlights what is ‘particular’ versus what is ‘general’ across contexts that has not been previously reported. Clarke, A., & Mena, J. (2020). An international comparative study of practicum mentors: Learning about ourselves by learning about others. Teaching and Teacher Education, 90, 103026. https://doi.org/10.1016/j.tate.2020.103026 0742-051X http://hdl.handle.net/10366/155282 10.1016/j.tate.2020.103026 Mentoring Student teachers Supervision Practicum Teacher education Comparative education An international comparative study of practicum mentors: Learning about ourselves by learning about others