Introduction:

Professional experience has been described as a cornerstone of teacher preparation that has a “profound impact on student teachers” (Hammerness, Darling-Hammond, & Shulman, 2002, p. 409). There is a wide variation of teacher education programs across the world however, in most countries teacher preparation programs consists of initial university-based course work followed by school-based student teaching practice. Clearly, this program structure has implications for the role of professional experience in creating genuine opportunities for pre-service teachers to develop teaching practice and knowledge about the profession.

During the professional experience, mentoring pre-service teachers has been considered critical in ensuring a quality learning (Hascher , Cocard, & Moser, 2004). A number of researchers(Hascher , et al., 2004; Maynard, 2000; Putnam & Borko, 2000) believe that the quality of pre-service teachers learning largely depends on how effective mentors are in creating a positive learning environment. This establishes the need for greater clarity around effective mentoring strategies and a clearer understanding of how best to mentor pre-service teachers. This study contributes to addressing this gap by developing a model of mentoring strategies based on Kram’s (1983)mentoring theory, through interviews and focus group discussions. The data was used to develop a tool to guide mentoring. This paper analyses this tool based on Kram’s (1983) mentoring theory and makes a contribution to enhancing the quality of mentoring.

Research Question: What are the successive phrases of mentoring relationship between the supervising teachers and pre-service teachers during the practicum?

Theoretical Approach

Kram’s(1983) open systems perspective on mentoring provides the general theoretical framework for the research. Kram’s (1983) research created a four phase conceptual model through which mentoring relationships progress. These are (1) initiation (2) cultivation (3) separation and; (4) redefinition (p.614). Movement from one phase to the next is marked by Turning Points “characterised by particular effective experiences, developmental functions, and interaction patterns “ (p.621). According to her theory of mentoring, mentors provide career related functions and psychosocial functions, with the greater the number of functions provided, the more beneficial the relationship will be

(Kram, 1985).

The framework is applicable to mentoring in teacher education offering two primary dimensions: job and career benefits and psychological benefits within the relationship.

Significance:

In the light of Kram’s (1983) mentoring theory, the current study makes a contribution to identify with the model by highlighting four phrases and specific mentoring strategies needed to maximum the potential of quality mentoring during the practicum. It offers a foundation for guiding the mentoring practice at different stages in the process. The study has implications for providing mentor teacher with a clearer vision of how to select, prepare, and support teachers with a particular awareness of psychosocial mentoring strategies (personal feedback and friendship) with the need for context specific mentoring.

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