Mentor teachers in primary education: The delicate balance between their mentor and teacher roles

Mentor teachers (MTs) in primary education combine two roles. As teachers they have a responsibility for the pupils, and as mentors they are responsible for guiding student teachers’ (STs) learning. When STs teach MTs’ pupils in the MTs’ classroom, particularly when MTs observe problematic teaching situations, MTs might intervene in the ST’s teaching. This dissertation provides insight into MTs’ perceptions of and experience with combining the mentor and teacher roles. More specifically, we aimed to understand MTs’ considerations for their intervening, what factors predict and influence MTs’ intentions to intervene, and whether MTs’ intentions to intervene can be changed. In four empirical studies, qualitative as well as quantitative, results showed that MTs’ teacher role overruled their mentor role. This is expressed in MTs’ intervening, which is frequent, intuitive, and quite intense. Also, during STs’ teaching, MTs guide the pupils rather than the ST. Based on Fenstermacher’s practical argument theory, we found that situational characteristics (for example, type of problematic teaching situation), mentoring and teaching values, and personal practical knowledge (for example, about effects of intervening on STs’ and pupils’ wellbeing and development) predicted MTs’ intentions to intervene. We found that with a three-minute video-clip, reinforcing MTs’ values, we could influence MTs’ intentions to intervene. To help MTs find a balance between their mentor and teacher roles, we suggest that MTs need to become more aware of both roles and of the impact of their teacher role on their mentoring actions.