Mentoring positioning: perspectives of early childhood mentor teachers

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Research on early childhood mentoring has recognised the importance of collegial, productive and high-quality relationships between early childhood mentors and mentees. This research study adopts a cultural–historical approach to understand the different positions taken by mentors when relating with international pre-service teachers (PSTs). The concept of position relates to the place of mentors and mentees in a system of social relationships across different social spaces. Ten mentor teachers were purposefully selected because of their openness to mentoring international PSTs. They participated in two focus group sessions held during a collaborative dialogue event at the university. Data were analysed using a cultural–historical “positioning” framework, which highlighted the complex set of relationships experienced by the mentors and mentees. These relationships were conceptualised as empathetic, supportive of initiatives and collaborative mentoring positioning. The implications of this research indicate the value of collaborative mentoring approaches in which mentors are empathetic to newly-arrived international PSTs.

Original languageEnglish
Pages (from-to)338-354
Number of pages17
JournalAsia-Pacific Journal of Teacher Education
Issue number4
Publication statusPublished - 7 Aug 2020


  • cultural–historical theory
  • international pre-service teachers
  • Mentors
  • positioning

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