The quality of early childhood teacher education (ECTE) plays a critical role in ensuring that student teachers (STs) gain the necessary competencies for professional work in kindergartens. ECTE occurs in two primary settings: academic institutions (universities and colleges) and kindergartens, where practicum  takes place. Research highlights the practicum’s importance in STs’ professional development, emphasizing the role of mentor teachers (MTs) as key facilitators of learning. MTs provide essential supervision, reflective dialogue, and feedback, which are central to preparing STs for the complexities of working in early childhood institutions.

Despite the critical role of MTs, limited research has been conducted on their motivations and the challenges they face within ECTE programs. Existing studies point to significant ambiguities surrounding MTs’ responsibilities and the lack of formal mentor training, which leaves many relying on personal experience and intuition to guide STs. This ambiguity can undermine the quality of supervision and hinder STs’ professional development. Furthermore, MTs often describe feelings of isolation and unequal collaboration with higher education institutions. Although teacher education partnerships have been introduced in Norway and internationally, these initiatives sometimes reinforce hierarchical relationships, where MTs are perceived as passive implementers rather than equal partners.

This study situates mentoring as a complex, multidimensional role that combines relational, instructional, and evaluative functions. MTs are expected to build strong interpersonal relationships with STs, facilitate reflective practice, provide constructive feedback, and assess STs’ suitability for the profession. Research emphasizes mentoring’s dual focus: supporting STs’ professional growth while navigating the demands of the kindergarten environment. However, challenges arise when MTs are tasked with balancing mentoring responsibilities alongside their regular duties, such as leadership, collaboration with parents, and direct work with children.

Motivational factors for MTs include a sense of professional responsibility and a commitment to contributing to the early childhood teaching profession. Many MTs also find mentoring personally fulfilling, as it promotes their own professional reflection and growth. STs’ presence can serve as a catalyst for MTs to revisit and refine their practices, fostering a collaborative culture of learning among all kindergarten staff. However, challenges such as role ambiguity, heavy workloads, and the emotional weight of evaluating STs are widely reported. The conflict between providing a realistic view of the profession and adhering to academic expectations further complicates MTs’ role.

This study aims to address gaps in existing research by exploring how MTs in ECTE perceive their role, focusing on their motivations and challenges. The study is guided by the following research question: What motivates and challenges early childhood education mentor teachers in their role as mentors for student teachers in practical training?

The study employed a mixed-methods approach using an explanatory sequential design, where quantitative findings guided the qualitative phase. This method integrated data sources to provide a comprehensive understanding of mentor teachers’ (MTs) motivations and challenges in mentoring early childhood student teachers (STs). The quantitative phase involved a survey administered to 112 mentor teachers affiliated with an early childhood teacher education program at a university in Southern Norway. A convenience sampling strategy was used, achieving a response rate of 69% (N=77). The participants, with an average of 10 years of kindergarten experience, had mentored an average of 12 student teachers. The Mentoring Profile Inventory (MPI), adapted to the Norwegian kindergarten context, served as the instrument. It consisted of 64 statements grouped into motivational factors and challenges, measured on a five-point scale. Cronbach’s alpha values for reliability ranged from 0.59 to 0.9, indicating acceptable internal consistency. Data analysis involved Microsoft Excel for processing and IBM SPSS 29 for reliability checks and descriptive statistics. The qualitative phase involved semi-structured interviews with eight mentor teachers across five kindergartens, selected using a maximum variation sampling strategy to ensure diversity in location, size, gender, and experience. Participants were pedagogical leaders with varying levels of mentoring education and experience, ranging from 4 to 50 student teachers mentored. Interviews were conducted at participants' workplaces, focusing on their motivations and challenges, with open-ended questions derived from the quantitative findings. The interviews were transcribed using a secure AI-assisted service, reviewed manually for accuracy, and anonymized. Data were analyzed using reflexive thematic analysis (Clarke & Braun, 2013) through a six-step framework, identifying four key themes: two motivational factors ("A core value" and "Professional development and reflection") and two challenges ("A jack of all trades" and "Gatekeeper for the profession"). This approach enabled an inductive exploration of the data while maintaining the distinction between motivations and challenges. This sequential design allowed the qualitative phase to explain and expand upon the quantitative findings, providing deeper insight into mentor teachers' experiences.

The main findings of this study reveal that mentor teachers in Early Childhood Teacher Education perceive their role as both professionally rewarding and challenging. MTs are highly motivated to contribute to student teachers’ professional development, driven by a sense of responsibility and societal contribution. Supporting STs’ growth, witnessing their progress, and fostering their self-confidence are key motivational factors. Mentoring also promotes professional reflection and development for MTs themselves, sharpening their skills and encouraging them to reconsider established practices. Additionally, STs’ presence positively influences other staff members by fostering collective reflection and pride in their competencies. However, the study identifies significant challenges, particularly in managing the multifaceted responsibilities of MTs. These include balancing mentoring duties with their roles as pedagogical leaders, early childhood teachers, and collaborators with external agencies. MTs must navigate diverse student backgrounds, skill levels, and engagement, ensuring equitable opportunities for all STs. Another critical challenge is the inherent tension between providing a realistic view of the profession and adhering to the structured practicum framework. MTs also experience emotional and professional strain when evaluating STs, particularly in cases where failure is a possibility. The findings highlight several implications for early childhood teacher education. Strengthening collaboration between higher education institutions and kindergartens is essential to support MTs in their dual roles as educators and mentors. More tailored mentoring education programs are needed to address the complexities of the MT role, providing tools for effective supervision and assessment. Additionally, co-designing practicum tasks with MTs and STs can create more realistic and relevant training experiences, bridging the gap between theoretical knowledge and practical demands. Recognizing MTs’ contributions and fostering strong collegial communities will further enhance their professional identity and improve the quality of ECTE.

Ambrosetti, A. (2014). Are you ready to be a mentor?: Preparing teachers for mentoring pre-service teachers. Australian Journal of Teacher Education (Online), 39(6), 30–42. https://doi.org/10.14221/ajte.2014v39n6.2 Caruso, J. J., & Fawcett, M. T. (2014). Supervision in early childhood education. Teachers College Press. Clark, T., Foster, L., Sloan, L. & Bryman, A. (2021). Bryman's social research methods (6th ed.). Oxford University Press. 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 Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618 Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120–123. Creswell, J. W., & Guetterman, T. C. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson Education Limited. Hall, K. M., Draper, R. J., Smith, L. K., & Bullough Jr., R. V. (2008). More than a place to teach: Exploring the perceptions of the roles and responsibilities of mentor teachers. Mentoring & Tutoring: Partnership in Learning, 16(3), 328–345. https://doi.org/10.1080/13611260802231708 Hobbs, M. K., & Stovall, R. (2015). Supporting mentors of preservice early childhood education teachers: A literature review. Journal of Early Childhood Teacher Education, 36(2), 90–99. https://doi.org/10.1080/10901027.2015.1030524 Jaspers, W. M., Meijer, P. C., Prins, F., & Wubbels, T. (2014). Mentor teachers: Their perceived possibilities and challenges as mentor and teacher. Teaching and Teacher Education, 44, 106–116. https://doi.org/10.1016/j.tate.2014.08.005 Matengu, M., Ylitapio-Mäntylä, O., & Puroila, A. M. (2021). Early childhood teacher education practicums: A literature review. Scandinavian Journal of Educational Research, 65(6), 1156–1170. https://doi.org/10.1080/00313831.2020.1833245 Mena, J., Faikhamta, C., & Clarke, A. (2020). Mentors’ approach to practicum mentoring in the Spanish and Thai contexts: A two-cohort comparison using the Mentoring Profile Inventory. International Journal of Mentoring and Coaching in Education, 9(2), 169–185. https://doi.org/10.1108/IJMCE-08-2019-0079 Nielsen, W., Mena, J., Clarke, A., O’Shea, S., Hoban, G., & Collins, J. (2017). Australia’s supervising teachers: Motivators and challenges to inform professional learning. Asia-Pacific Journal of Teacher Education, 45(4), 346–368. https://doi.org/10.1080/1359866X.2017.1304527 Van Ginkel, G., Verloop, N., & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching, 22(1), 101–116. https://doi.org/10.1080/13540602.2015.1023031 Zeichner, K. (2021). Critical unresolved and understudied issues in clinical teacher education. Peabody Journal of Education, 96(1), 1–7. https://doi.org/10.1080/0161956X.2020.1864241