Mentoring motivations in formal mentoring programmes within the practicum programmes in Kazakhstan
Turmukhambetova L. Makoelle T.M.
2026Routledge
Mentoring and Tutoring: Partnership in Learning
2026#34Issue 2192 - 219 pp.
This study investigated the motivations and challenges of mentoring within the initial teacher education practicum programme in two selected cases of initial teacher education institutions and their partnering schools in Kazakhstan. This qualitative-multiple cases study used a theoretical framing of relational motives proposed by Janssen et al. (2014) as a lens, was conducted through twenty-three semi-structured one-on-one interviews, one paired interview, four focus groups from mentors, students, practicum advisors and senior faculty along with the document analysis. The findings indicate that mentors predominantly pursue intrinsic motivations when they take up the mentoring role. The role was also accompanied by several challenges, represented in the lack of extrinsic incentives (low salary and prestige and high level of workload) along with the unsatisfactory quality of the student teachers coming to the practicum.
formal mentoring programmes , initial teacher education programmes , Mentoring , mentoring motivations , practicum
Text of the article Перейти на текст статьи
Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
Faculty of Education, University of Fort Hare, University Way, East London, South Africa
Graduate School of Education
Faculty of Education
10 лет помогаем публиковать статьи Международный издатель
Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026