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For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.

Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges