Mentoring practices in pre-service mathematics teacher education within the context of pedagogical formation programs

The main purpose of this research is to examine mentoring practices within the context of pedagogical formation program in teaching mathematics in Turkey from the perspectives of three stakeholders of mentoring: supervisors, mentors, and mentees. The perceptions of all stakeholders about mentoring practices were analysed based on the factors of Five-Factor Mentoring Model: Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling and Feedback. The sample of the study was comprised of 246 mentees from 6 universities, 54 mentors (each collaborating with one of these universities) and 6 supervisors from each university. The mentors' and mentees' perceptions on mentoring practices were investigated by MEMT-Mentor and MEMT-Mentee surveys, respectively; and Confirmatory Factor Analyses were conducted for each. Open-ended questionnaires which aimed to examine mentors' and mentees' typical examples of effective mentoring practices were also implemented. Supervisors' perceptions on mentoring practices and interactions with mentors and mentees were examined through a semi-structure interview. The findings showed that mentees and mentors gave high scores for each factor in the surveys. The practices about System Requirements were perceived by them as among the least performed practices. The findings also showed that in the pedagogical formation program of teaching mathematics, the practices carried out in the scope of the practicum course differ for many aspects from those identified in the regulations, and supervisor selection along with mentor selection are issues of debates. The results can be used in studies about planning the process of mentoring and mentor training.