Abstract
The purpose of this study was to clarify relationships between the learning of mentoring teachers and the way the mentoring teachers imparted their knowledge and experiences to student teachers during the teaching practicum period. In this study, qualitative coding of narratives from interviews with two elementary school mentoring teachers was used to investigate relationships between the mentoring teachers, the student teachers, and the students
From the quantitative analysis results and qualitative interpretation, it became clear that the act of mentoring itself ultimately became a reflection of the mentor’s own teaching style as the mentoring teacher worked with the student teacher over the practicum period. Moreover, practical training of the student teacher by the mentoring teacher was conducted as a collaborative or cooperative relationship with the student teacher and the students. These relationships were important to the mentoring teacher with regard to being able to impart more fully effective teaching strategies to the student teacher.
