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This study describes the practicum-mentors’ identity in a teacher education context based on Dialogical Self Theory (DST) and the related ‘position’ and ‘I-position’ concepts. Participants were 48 Spanish and Canadian primary and secondary teachers who participated via an online written survey. The data were analysed using qualitative and quantitative procedures. Findings show a comprehensive description of nine types of positions and twenty types of I-positions. Based on these categories, three clusters of practicum-mentors, which represent three different ways of being a mentor, were identified: (1)  a collaborative partner focused on student-teacher (ST) professional development, including the design, and teaching of ST skills acquisition ; (2)  a collaborative partner focused on design, teaching, and assessment of ST skills acquisition , and (3) a  coaching partner focused on teaching and individualised ST learning . The findings can promote closer collaboration between universities and schools concerning the design of more relevant professional development for mentors based on the three identified ways of being a mentor.

The practicum-mentor identity in the teacher education context