Identity in the making : the relational impact of mentor teachers on the next generation of educators

Abstract

Mentoring is a relational process in teacher education that helps preservice teachers develop their professional identities. Nevertheless, research on the active negotiation of identity development within mentorship relationships during school-based teaching practice in South Africa is scarce. Using Vygotsky's sociocultural theory as a guide, this qualitative case study examined how mentoring influences the development of identity in teaching. Thirty participants—mentor lecturers, mentor teachers, and preservice teachers—participated in focus groups and interviews as part of the purposive sample. Thematic analysis revealed that building self-assurance, professionalism, and a sense of community necessitated collaborative lesson planning, emotional support, and ethical modeling. As a transformative method of teacher training, the study suggests identity-sensitive mentorship that incorporates educational, ethical, and emotional assistance. The paper enriches our theoretical and practical understanding of mentorship by emphasizing professional identity as a primary outcome of teaching practice, rather than a byproduct of skill acquisition. The study provides a conceptual framework for teacher education institutions seeking to align mentorship with the imperatives of transformation and professionalization. Emphasizing professional identity formation strengthens inclusive and contextually relevant mentoring practices in South African teacher education.