Abstract:
This study aimed to examine how a collaborative mentoring
model (CMM), incorporating dyadic and tripartite conferences,
influenced the mentees’ and school mentors’ professional
development in a practicum in a teacher education program. A
qualitative-evaluative case study was adopted to gather in-depth
data for the comprehensive examination of the contributions of
the model on the participants’ growth. A strategy of data and
methodological triangulation was employed through semistructured
interviews, autobiographies and reflective journals to
better understand the phenomenon under investigation and
contribute to the trustworthiness of the study. Multiple data were
analyzed through content analysis, putting emphasis on creating
predetermined categories so as to promote the feasibility of the
replication of the study. The findings triangulated revealed that
participants found mentoring influential on the development of
their personal and professional skills. The findings also displayed
certain instructional and programmatic implications critical to be
considered for the improvement of the mentoring process.
