THE ROLE OF UNIVERSITY MENTORS IN TEACHER STUDENTS' PEDAGOGICAL PRACTICE

Reform of teacher education programs during the past decade has been often focusing on teachers' reflection skills. In teacher education students need support in acquiring reflection skills. In the current study the role of university mentor was clarified in a pilot study where a two-year model of teacher education was implemented in a network for innovation and practice schools. The aim of the study was to clarify with a qualitative interview-based approach how the university's teachers understood the role of university mentor in the supporting network of teacher students' pedagogical practice. The results showed that the broader community of university teachers was aware of the role of university mentor and the professional skills and personal characteristics required for working in this role; however, the teachers who participated in the pilot study still took the role of a supervising teacher rather than the role of a mentor. The university teachers found that the role of university mentor could be strengthened if the person were more involved in the preparation of teacher students' activities in schools. Currently their main role was giving feedback and evaluations. Additionally, the university mentor should be more involved in mentor discussions in schools. The main obstacles in taking on a broader role seem to be lack of time and the university's work distribution, which does not support the role. The role of university mentor is only needed if his/her role and the aims of the activities are clearly defined and if the role cannot be fulfilled by mentor teachers in schools or by supervising teachers in universities.