Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

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.