Mentorship as a Strategy for the Professional Development of Novice Teachers: A Case Study of a Class of International Student Teachers in China

The study aimed to understand the role of mentorship in novice teacher development. It explored how international student teachers perceived and engaged with formal and informal mentorship. Using Bandura's Social Learning Theory as a framework, the research posited that mentorship supports skill acquisition through observational learning, modeling, and feedback. A qualitative approach involving questionnaires completed by 14 international student teachers and semi-structured interviews, with 10 of these student teachers, was employed. Participants were selected purposefully from diverse countries, providing insights into mentorship across different cultural perspectives. Data were analyzed thematically, identifying factors that facilitated or hindered mentoring relationships, with themes focused on the structure, personal connections, and professional growth opportunities provided by mentorship. Findings revealed that formal mentorship offered structured, often assessment-focused support, while informal mentorship developed more organically, centered on emotional support and collegiality. Personal connection and shared goals emerged as key facilitators of effective mentorship, whereas barriers included a lack of formal structures and time constraints. While most participants viewed mentorship as critical to their professional development, opinions varied on whether mentorship should include financial incentives, with concerns that incentives might alter the authenticity of mentor-mentee relationships. The study’s significance lies in highlighting mentorship's role in teacher development, suggesting the need for flexible, culturally responsive mentorship programs that balance structure and personalization. This research contributes to the broader discourse on mentoring by suggesting practical and policy-level considerations for teacher mentorship programs, especially in diverse international contexts.