Abstract
The purpose of this study was to examine how mentor teachers should reflect on the
teaching of student teachers during the teaching practice period and whether teachers are trying
to improve their professional competence as teacher educators.
Based on the results of research regarding the usefulness of mentoring for the growth and
reflection of teachers who provide training guidance, an increasing number of studies are attempting
to find positive significance in teaching practices. However, there has been insufficient
research on measures to support mentor teachers as educators.
In this study, a qualitative analysis was conducted using the autoethnographic method in
which the mentor teacher described and analyzed the process of self-reflection as a teacher educator
during the teaching practice period.
The following two points were clarified：First, school-based teacher educators attempted
to play the role of mentor teachers as second-order teacher educators using their reflections as
first-order teachers. Second, school-based education must be supported. Through an analysis of
reflections, it became clear that mentor teachers experienced difficulties while playing the dual
roles of teachers and teacher educators.
By analyzing their self-reflections using autoethnography, the teacher’s role as a supervisor
and “fluctuations” in the legitimacy of teaching were greater than expected. Therefore,
practical training guidance should be provided.
The inability to provide ideal training guidance (3-2) and difficulty in how teachers and
educators fulfill their roles (3-3) led to the conclusion that issues regarding eligibility and legitimacy
as educators exist (3-4).
From these research results, it became clear that a teacher education community must be
established to support mentor teachers as teacher educators.
