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The study focuses on preschool teachers mentoring early childhood education students during practicums at the University of Tampere. The analysis applies thematic content analysis to qualitative narrative writings from 36 trainee mentors and contributions from a focus group interview with 5 participants. Results indicate two main themes: changes in views about mentoring tasks, learning, and mentor–student relationships, and increased confidence and expertise, leading to stronger mentor professional identity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/interpretations-of-mentoring-during-early-childhood-education-mentor-training-article-3/593766/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/interpretations-of-mentoring-during-early-childhood-education-mentor-training-article-3/593766.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about mentoring during early childhood education mentor training?","Question",{"text":112,"@type":113},"It examines how trainee mentors’ interpretations of mentoring change over the training programme and how these changes contribute to their professional development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research materials are analyzed in the thematic content analysis?",{"text":117,"@type":113},"Qualitative narrative writings from 36 trainee mentors and their contributions in a focus group interview with 5 trainee mentors are analyzed.",{"name":119,"@type":110,"acceptedAnswer":120},"What two main themes are identified in the trainees’ interpretations?",{"text":121,"@type":113},"The findings show changes in interpretations regarding the task of mentoring, learning, and the mentor–student relationship, and also gains in confidence and expertise that support professional identity development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593766,1792166146,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 10 | Article 3 |\n| --- | --- |\n| 2017\u003Cbr>Interpretations of Mentoring during Early Childhood Education Mentor Training\u003Cbr>Päivi Kupila\u003Cbr>University of Tampere, Finland, [paivi.kupila@uta.fi](paivi.kupila@uta.fi)\u003Cbr>Tuulikki Ukkonen-Mikkola\u003Cbr>University of Tampere, Finland, [tuulikki.ukkonen-mikkola@uta.fi](tuulikki.ukkonen-mikkola@uta.fi)\u003Cbr>Kyllikki Rantala\u003Cbr>University of Tampere, Finland, [kyllikki.rantala@uta.fi](kyllikki.rantala@uta.fi) |  |\n\nRecommended Citation  \nKupila, P., Ukkonen-Mikkola, T., & Rantala, K. (2017). Interpretations of Mentoring during Early Childhood Education Mentor Training. Australian Journal of Teacher Education, 42 (10).  \n[http://dx.doi.org/10.14221/ajte.2017v42n10.3](http://dx.doi.org/10.14221/ajte.2017v42n10.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss10/3](http://ro.ecu.edu.au/ajte/vol42/iss10/3)  \nAustralian Journal of Teacher Education  \nInterpretations of Mentoring during Early Childhood Education Mentor  \nTraining  \nPäivi Kupila  \nTuulikki Ukkonen-Mikkola  \nKyllikki Rantala  \nUniversity of Tampere, Finland  \nAbstract: This study examines how interpretations of mentoring by  \ntrainee mentors (TMs) changed over the course of a mentor training  \nprogramme, and how this contributed to the TMs’professional  \ndevelopment. The context of the study was a mentor training  \nprogramme for preschool teachers who mentor early childhood  \nteacher students during their practicums. This article presents a  \nthematic content analysis of qualitative narrative data gathered from  \nthe TMs’ narrative writings on the mentor training programme  \n(N=36) and the TMs’ contributions at one focus group interview  \n(N=5). The findings suggest that the TMs’ interpretations produced  \ntwo main themes. First, changes in the interpretations were  \nrecognized concerning the task of mentoring, learning, and the  \nrelationship of the mentor and the student. Secondly, the TMs gained  \nin confidence and expertise. The TMs thus developed their  \nprofessional identity as mentors. Mentor training prepared the TMs  \nfor the mentoring process.  \nIntroduction  \nMentors play a significant role in early childhood education and care teacher education, and teachers need to be prepared for this task (Balduzzi & Lazzarri, 2015; Leshem, 2012). The education of mentors is carried out in many countries. Beutel and Spooner-Lane (2009) point out that mentoring relationships are most effective when mentors are trained for their roles. Nevertheless, there is considerable variation in competence and qualification requirements (Oberhuemer, Schreyer, & Neuman, 2010) . In many countries, there is a wide variety of courses on offer for mentors. For example, in Norway, the completion of an additional qualification is required before taking a mentoring position (Oberhuemer, 2015). Although mentor training is considered important, mentors may also work without prior mentor training. In the mentoring relationship, a preschool teacher, who is more experienced and has more competence, instructs and gives support to the teacher student, who has less experience and who will soon start his/her career in early education (see Murray, 2001). The mentor training programme is obligatory for preschool teachers mentoring preservice students of Early Childhood Education and Care (ECEC) at the University of Tampere (Finland); without the training, they are not permitted to mentor students.  \nThis paper focuses on trainee mentors (TMs) and their interpretations of mentoring during a mentors’ training programme that involved preschool teachers supervising teaching teacher students. The training programme was realized at the University of Tampere in the southern part of Finland for preschool teachers who serve as mentors to preservice students of  \nVol 42, 10, October 2017 36  \nAustralian Journal of Teacher Education  \nECEC who are undergoing their practic","cbCairSBQPCHzhRA","https://ap.wps.com/l/cbCairSBQPCHzhRA","pdf",595613,15,"English","# Abstract\n# Introduction\n# Mentor Training in the Context of Preschool Teacher Education","[{\"question\":\"What does the study examine about mentoring during early childhood education mentor training?\",\"answer\":\"It examines how trainee mentors’ interpretations of mentoring change over the training programme and how these changes contribute to their professional development.\"},{\"question\":\"What research materials are analyzed in the thematic content analysis?\",\"answer\":\"Qualitative narrative writings from 36 trainee mentors and their contributions in a focus group interview with 5 trainee mentors are analyzed.\"},{\"question\":\"What two main themes are identified in the trainees’ interpretations?\",\"answer\":\"The findings show changes in interpretations regarding the task of mentoring, learning, and the mentor–student relationship, and also gains in confidence and expertise that support professional identity development.\"}]","Interpretations of Mentoring during Early Childhood Education Mentor Training - Article 3 | PDF",1792077875,38]