In recent decades, teacher education has undergone a shift from discipline-based mentoring grounded in subject-matter expertise toward generic mentoring models emphasizing broad pedagogical competencies (Donnelly & Crehan, 2011). This transition, often driven by institutional restructuring and a focus on cross-curricular standards, reshapes the role of college-based teacher educator. Traditionally, their professional authority was anchored in disciplinary expertise; however, generic frameworks demand an expansion of their role into interpersonal and professional dimensions of teaching that transcend specific subjects (Murray et al, 2021).

While research has explored generic teaching strategies, the subjective experience of teacher educators navigating this shift remains underexplored. Specifically, the transition from being a subject-matter expert to a "generic" teacher educator often entails a loss of the disciplinary "anchor", leading to professional uncertainty and a need to redefine the sources of one's expertise. There is limited empirical insight into how teacher educators experience this role expansion, whether as a professional loss or a process of renewal and growth (Beijaard et al., 2004; Goodwin et al., 2014).

This study is framed by the theories of professional identity and professional renewal. Within this framework, professional identity is conceptualized as a dynamic process shaped by ongoing practice and reflection (Beijaard et al., 2004). Accordingly, the transition to generic mentoring is viewed as a period of professional renewal (Avalos, 2011), involving a negotiation between the teacher educator’s established 'disciplinary self' and an emerging 'pedagogical self.' This emergence is driven by the teacher educator’s need to actively expand their pedagogical repertoire and develop new instructional strategies that transcend specific subject boundaries, thereby constructing renewed forms of professional authority.

The purpose of this study is to explore the transformation of professional identity and instructional practices among college-based teacher educators as they transition from discipline-specific to generic mentoring of pre-service teachers. Specifically, the study examines the subjective experiences of these educators during the transition, exploring their initial apprehensions regarding the loss of disciplinary grounding, the subsequent impact on their professional sense of security, and the evolving pedagogical skills they perceive as essential for constructing this new professional identity.

Research question:

1. How do college-based teacher educators describe the shift in their instructional methods for pre-service teachers following the transition from disciplinary to generic mentoring?
2. Which pedagogical tools do teacher educators adopt during this transition?
3. In what ways does a educator's disciplinary background influences the reconstruction of their professional identity as a generic educator in the college setting?

The study employed a qualitative–interpretive research design, appropriate for exploring processes of professional identity development and professional change. This approach enabled an in-depth examination of how academic–pedagogical mentors experience and interpret the transition to generic mentoring, as well as the meanings they attribute to changes in their professional role over time. Data were collected from two sources. First, semi-structured in-depth interviews were conducted with fifteen teacher educators at Levinsky–Wingate Academic Center who had transitioned from discipline-based mentoring to generic mentoring or combined both approaches. These interviews provided rich accounts of teacher educators’ experiences, perceptions, and professional trajectories. Second, reflective narratives written by the researchers documented mentoring processes and ongoing reflective engagement with generic mentoring and professional identity development, offering an additional analytic perspective. The data were analyzed using thematic analysis, following the reflexive framework established by Braun and Clarke (2006, 2021). The analysis involved an iterative process of coding and constant comparison across data sources to identify recurring themes related to professional adaptation and the reconstruction of identity. By triangulating interview data with researchers' reflections, the study ensured interpretive rigor, credibility, and a nuanced understanding of how supervisors navigate institutional shifts in teacher education.

The analysis revealed three central themes that illuminate how the transition to generic mentoring shaped the professional identity and practice of teacher educators. First: From Initial Uncertainty to Professional Renewal some participants described initial discomfort or uncertainty at the early stages of the transition from discipline-based mentoring to generic mentoring. This uncertainty was mainly associated with moving away from a clearly defined subject-matter focus on a broader pedagogical role. Teacher educators reported questioning the boundaries of their role and the nature of their expertise during this phase. However, these experiences did not develop into a professional crisis. Over time, participants described a process of adaptation that led to increased confidence and a sense of professional renewal. Second: Expanding the Professional Repertoire. From professional specialization to multidisciplinary pedagogy: Generic instruction is seen not as a loss of expertise but as an extension of it. Teacher educators have shifted their focus from a focus on discipline to universal pedagogical issues, such as innovative teaching methods, classroom management, teacher-student relationships, and more. Third: Collaboration as a Prerequisite for Effective Generic Mentoring. Participants emphasized that effective generic mentoring depends on ongoing collaboration with subject matter experts from the college and teacher trainers from educational institutions. Such collaboration was seen as essential for maintaining professional depth, strengthening legitimacy, and supporting pedagogical authority. Therefore, collaboration was seen not as an optional addition but as a central condition for quality mentoring in interdisciplinary contexts. These findings challenge the assumption that generic mentoring diminishes professional depth. Instead, they highlight a trajectory of professional renewal, where the integration of cross-disciplinary pedagogy and collaborative practice leads to a more versatile and adaptive professional identity for teacher educators.

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