Exploring the Narratives of Cooperating Teachers in Honing Student Teachers: A Qualitative Investigation

Abstract

This research was conducted to investigate the lived experiences of cooperating teachers as mentors to student teachers, particularly in how they navigated their double roles as instructors and mentors. With a phenomenological methodology, the research gathered qualitative data from veteran cooperating teachers in order to identify their observations, difficulties, and tips in mentoring. It was found that although cooperating teachers had a significant influence in the development of student teachers' pedagogical competence, they themselves experienced difficulties such as overload of work, lack of institutional support, and absence of formal structures for mentoring. In spite of these, they created positive learning climates, engaged in ongoing professional development, and worked with colleagues to become more effective mentors. The study concludes by emphasizing the need for structured mentorship programs and stronger institutional support to improve the practicum experience and overall teacher preparation