Exploring Mentor Support for Student Teachers in Chinese Public Kindergartens
September 30, 2025 - 14:59
A recent qualitative case study delves into the experiences of early childhood student teachers as they navigate their internships in Chinese public kindergartens. The focus of the research is on how these student teachers perceive and interpret the support provided by their mentors, particularly concerning their basic psychological needs for autonomy, competence, and relatedness.
The findings highlight the critical role that mentor support plays in fostering motivation among student teachers. Effective mentoring not only enhances their teaching skills but also strengthens their emotional well-being. The study reveals that when mentors actively engage with student teachers, providing guidance and encouragement, it significantly impacts their confidence and sense of belonging within the educational environment.
As the demand for quality early childhood education continues to rise, understanding the dynamics of mentor-student teacher relationships becomes increasingly important. This research underscores the necessity for structured mentoring programs that prioritize the psychological needs of student teachers, ultimately contributing to their professional development and the quality of education in kindergartens.
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