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). The literature has extensively documented the benefits pre-service teachers gained from field experiences (Koc, 2011; Zeichner, 2010) and repeatedly confirmed its critical role in preparing highly qualified teachers. Recent reports, at both international and at national levels, stress the need to provide quality mentoring support for pre-service teachers during the practicum

([OECD], 2011; TEMAG, 2014). In the current climate of reform, change and improvement, research into the perspectives of teacher mentors is an important priority that can contribute to improvements in the quality of teaching. It is acknowledged there is a continuing need for the practicum component of initial teacher education to be carefully examined (Ewing, Lowrie, & Higgs, 2010; Sim, 2006; White, Bloomfield, & Le Cornu, 2010).

Mentoring is a process, to help pre-service teachers both in their teaching practices and personal and professional development, involving a nurturing relationship by a more experienced teacher. A number of researchers (Hascher, Cocard, & Moser, 2004) believe the quality of the pre-service teachers’ learning largely depends the effectiveness of mentors in creating a positive learning environment. However, mentoring practice in reality varies widely in practice. Banville’s review (2002) of 25 years of studies on the role of cooperative (mentor) teachers confirmed this and suggested,that “there are neither clear descriptions of their role nor any standards for their functioning or preparation” (p.346). There is a need for greater understanding of mentoring in terms of progression, the processes and actual practices. Most studies have investigated the mentoring practice from the individual participants’ perspective, rather than considering the development of the mentoring relationship. This study fills this gap by exploring mentoring relationship as perceived by the mentor and more specifically addresses the following research question:

What is the progression in the mentoring relationship during the teaching practicum?

Theoretical Framework

The conceptual framework adopted for this study was used to identify and understand the progression of the mentoring relationship during the practicum. This was based on Kram’s (1983) theory of mentoring, a study of corporate developmental relationships over a 6 months to an indefinite time period. The theory consists of a four phase conceptual model outlining the progression of mentoring relationships. These are: (1) initiation (the start of the relationship), (2) cultivation  (mentoring functions expand), (3) separation (established relationship is substantially altered by context and/or psychological changes), (4) redefinition (relationship evolves and/or ends) (Kram, 1983, p.614).

Movement from one phase to the next is marked by ‘Turning Points’ that are characterised by effective experiences, mentoring functions, and interactions,  and shaped by needs and circumstances of individuals’ (p.621). A number of researchers have supported the validation of these phrases as effective mentoring (Mullens & Schunk, 2011; Chao, 1997; Bouquillon, Sosik, and Lee, 2005; Abrosetti, Knight & Kekkers, 2014). However, more operational details and evidence are needed to guide the mentoring in different contexts. Mullens & Schunk, (2012) theoretical model of mentoring phrases from the protégé’s perspective was useful in considering the progression of the mentoring relationship in teaching. This qualitative study makes a contribution by validating the phases and features of effective mentoring practice, with focus on the when and how of mentoring processes from the perspective of the teacher mentor.

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