Abstract:

The aim of this paper is to use a qualitative research approach to investigate how preschool teacher-mentors and preschool teacher-trainees see important aspects of the mentoring process during internships in early and preschool education institutions. The research was conducted on a sample of 12 preschool teacher-mentors and 16 preschool teacher-trainees in early and preschool education institutions who were part-time graduate students of early and preschool education at the Faculty of Teacher Education, University of Rijeka, Croatia. For the purposes of this research, two protocols were developed to which the participants responded in writing: protocol for preschool teacher-mentors and preschool teacher-trainees. The questions referred to professional development programs, support from the institution, expectations, experiences, activities, and satisfaction with the process of internships and mentoring, improvement of mentoring and internships in kindergartens, and additional comments from trainee preschool teachers and mentors. The qualitative analysis results indicate the need to improve mentoring and internships in early and preschool education institutions to achieve the basic professional tasks of both mentors and trainees. Cooperation with professional associates and the principal of the institutions offers more diverse and innovative topics of professional development that correspond to real situations from practice, reduction of administrative work, regular evaluation and observation of the mentoring process, modernization of legal regulations related to taking professional examinations, which are some of the important tasks arising from the research. The professional development of mentors is considered an essential prerequisite for quality assurance of the considered process.

Keywords:

preschool teacher-mentors, preschool teacher-trainees, mentoring, internship, professional development, institution of early and preschool education