Investigating Pre-service Physics Teachers’ Development of Professional Knowledge for Teaching: The Influence of Mentoring

This study investigated mentoring practices of university-based tutors (UTs) and the impact these practices had on the development of pre-service teachers’ (PSTs’) professional knowledge for teaching physics in Chile. This study scrutinised how UTs supported PSTs’ articulation of their knowledge for teaching during a practicum. Data from interviews, reflective journals, and mentoring conversations (MCs) between a UT and a PST were collected from two cases. The mentoring roles UTs adopt can influences MCs and impact PSTs’ professional knowledge for teaching. Additionally, the methodology used can be of help in developing and evaluating mentoring programs in support of early career teachers.