Catalònica: Aggregator of digital content of Catalunya > Log data

It's in  › Log data

Linked Open Data

'I as a practicum mentor': identities of mentors of student teachers

Resource identifiers

Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476

1361-1267

http://hdl.handle.net/10609/150350

https://doi.org/10.1080/13611267.2023.2202476

Origin

(O2 Repositori UOC)

File

Title:: 'I as a practicum mentor': identities of mentors of student teachers
Subject:: mentors; I-positions; student teachers; primary education; early childhood education
Description:: Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development.
Idioma:: English
Relationship:: Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023; https://doi.org/10.1080/13611267.2023.2202476
Author/Producer:: Garcia, Consuelo; Badia, Antoni
Editor:: Taylor & Francis
Rights:: CC BY-NC; http://creativecommons.org/licenses/by-nc/3.0/es/; info:eu-repo/semantics/embargoedAccess
Date:: 2024-05-16T07:29:05Z; 2023-04-18; info:eu-repo/date/embargoEnd/2025-10-19
Resource type:: info:eu-repo/semantics/article; info:eu-repo/semantics/acceptedVersion
Format:: application/pdf

oai_dc

<?xml version="1.0" encoding="UTF-8" ?>

< oai_dc:dc schemaLocation =" http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd " >
1. < dc:title > 'I as a practicum mentor': identities of mentors of student teachers </ dc:title >
2. < dc:creator > Garcia, Consuelo </ dc:creator >
3. < dc:creator > Badia, Antoni </ dc:creator >
4. < dc:subject > mentors </ dc:subject >
5. < dc:subject > I-positions </ dc:subject >
6. < dc:subject > student teachers </ dc:subject >
7. < dc:subject > primary education </ dc:subject >
8. < dc:subject > early childhood education </ dc:subject >
9. < dc:description > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ dc:description >
10. < dc:date > 2024-05-16T07:29:05Z </ dc:date >
11. < dc:date > 2024-05-16T07:29:05Z </ dc:date >
12. < dc:date > 2023-04-18 </ dc:date >
13. < dc:date > info:eu-repo/date/embargoEnd/2025-10-19 </ dc:date >
14. < dc:type > info:eu-repo/semantics/article </ dc:type >
15. < dc:type > info:eu-repo/semantics/acceptedVersion </ dc:type >
16. < dc:identifier > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ dc:identifier >
17. < dc:identifier > 1361-1267 </ dc:identifier >
18. < dc:identifier > http://hdl.handle.net/10609/150350 </ dc:identifier >
19. < dc:identifier > https://doi.org/10.1080/13611267.2023.2202476 </ dc:identifier >
20. < dc:language > eng </ dc:language >
21. < dc:relation > Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023 </ dc:relation >
22. < dc:relation > https://doi.org/10.1080/13611267.2023.2202476 </ dc:relation >
23. < dc:rights > CC BY-NC </ dc:rights >
24. < dc:rights > http://creativecommons.org/licenses/by-nc/3.0/es/ </ dc:rights >
25. < dc:rights > info:eu-repo/semantics/embargoedAccess </ dc:rights >
26. < dc:format > application/pdf </ dc:format >
27. < dc:format > application/pdf </ dc:format >
28. < dc:publisher > Taylor & Francis </ dc:publisher >
</ oai_dc:dc >

didl

<?xml version="1.0" encoding="UTF-8" ?>

< d:DIDL schemaLocation =" urn:mpeg:mpeg21:2002:02-DIDL-NS http://standards.iso.org/ittf/PubliclyAvailableStandards/MPEG-21_schema_files/did/didl.xsd " >
1. < d:DIDLInfo >
  1. < dcterms:created schemaLocation =" http://purl.org/dc/terms/ http://dublincore.org/schemas/xmls/qdc/dcterms.xsd " > 2024-05-16T07:29:05Z </ dcterms:created >
  </ d:DIDLInfo >
2. < d:Item id =" hdl_10609_150350 " >
  1. < d:Descriptor >
    1. < d:Statement mimeType =" application/xml; charset=utf-8 " >
      1. < dii:Identifier schemaLocation =" urn:mpeg:mpeg21:2002:01-DII-NS http://standards.iso.org/ittf/PubliclyAvailableStandards/MPEG-21_schema_files/dii/dii.xsd " > urn:hdl:10609/150350 </ dii:Identifier >
      </ d:Statement >
    </ d:Descriptor >
  2. < d:Descriptor >
    1. < d:Statement mimeType =" application/xml; charset=utf-8 " >
      1. < oai_dc:dc schemaLocation =" http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd " >
        
        < dc:title > 'I as a practicum mentor': identities of mentors of student teachers </ dc:title >
        
        < dc:creator > Garcia, Consuelo </ dc:creator >
        
        < dc:creator > Badia, Antoni </ dc:creator >
        
        < dc:subject > mentors </ dc:subject >
        
        < dc:subject > I-positions </ dc:subject >
        
        < dc:subject > student teachers </ dc:subject >
        
        < dc:subject > primary education </ dc:subject >
        
        < dc:subject > early childhood education </ dc:subject >
        
        < dc:description > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ dc:description >
        
        < dc:date > 2024-05-16T07:29:05Z </ dc:date >
        
        < dc:date > 2024-05-16T07:29:05Z </ dc:date >
        
        < dc:date > 2023-04-18 </ dc:date >
        
        < dc:date > info:eu-repo/date/embargoEnd/2025-10-19 </ dc:date >
        
        < dc:type > info:eu-repo/semantics/article </ dc:type >
        
        < dc:identifier > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ dc:identifier >
        
        < dc:identifier > 1361-1267 </ dc:identifier >
        
        < dc:identifier > http://hdl.handle.net/10609/150350 </ dc:identifier >
        
        < dc:identifier > https://doi.org/10.1080/13611267.2023.2202476 </ dc:identifier >
        
        < dc:language > eng </ dc:language >
        
        < dc:relation > Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023 </ dc:relation >
        
        < dc:relation > https://doi.org/10.1080/13611267.2023.2202476 </ dc:relation >
        
        < dc:rights > http://creativecommons.org/licenses/by-nc/3.0/es/ </ dc:rights >
        
        < dc:rights > info:eu-repo/semantics/embargoedAccess </ dc:rights >
        
        < dc:rights > CC BY-NC </ dc:rights >
        
        < dc:publisher > Taylor & Francis </ dc:publisher >
        
        </ oai_dc:dc >
      </ d:Statement >
    </ d:Descriptor >
  3. < d:Component id =" 10609_150350_1 " >
    1. < d:Resource mimeType =" application/pdf " ref =" https://openaccess.uoc.edu/bitstream/10609/150350/1/I%20as%20a%20practicum%20mentor%20%20%20identities%20of%20mentors%20of%20student%20teachers.pdf " />
    </ d:Component >
  </ d:Item >
</ d:DIDL >

edm

<?xml version="1.0" encoding="UTF-8" ?>

< rdf:RDF schemaLocation =" http://www.w3.org/1999/02/22-rdf-syntax-ns# http://www.europeana.eu/schemas/edm/EDM.xsd " >
1. < edm:ProvidedCHO about =" https://catalonica.bnc.cat/catalonicahub/lod/oai:openaccess.uoc.edu:10609_--_150350#ent0 " >
  1. < dc:creator > Garcia, Consuelo </ dc:creator >
  2. < dc:creator > Badia, Antoni </ dc:creator >
  3. < dc:date > 2024-05-16T07:29:05Z </ dc:date >
  4. < dc:date > 2024-05-16T07:29:05Z </ dc:date >
  5. < dc:date > 2023-04-18 </ dc:date >
  6. < dc:date > info:eu-repo/date/embargoEnd/2025-10-19 </ dc:date >
  7. < dc:description > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ dc:description >
  8. < dc:identifier > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ dc:identifier >
  9. < dc:identifier > 1361-1267 </ dc:identifier >
  10. < dc:identifier > http://hdl.handle.net/10609/150350 </ dc:identifier >
  11. < dc:identifier > https://doi.org/10.1080/13611267.2023.2202476 </ dc:identifier >
  12. < dc:language > eng </ dc:language >
  13. < dc:publisher > Taylor & Francis </ dc:publisher >
  14. < dc:relation > Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023 </ dc:relation >
  15. < dc:relation > https://doi.org/10.1080/13611267.2023.2202476 </ dc:relation >
  16. < dc:rights > CC BY-NC </ dc:rights >
  17. < dc:rights > http://creativecommons.org/licenses/by-nc/3.0/es/ </ dc:rights >
  18. < dc:rights > info:eu-repo/semantics/embargoedAccess </ dc:rights >
  19. < dc:subject > mentors </ dc:subject >
  20. < dc:subject > I-positions </ dc:subject >
  21. < dc:subject > student teachers </ dc:subject >
  22. < dc:subject > primary education </ dc:subject >
  23. < dc:subject > early childhood education </ dc:subject >
  24. < dc:title > 'I as a practicum mentor': identities of mentors of student teachers </ dc:title >
  25. < dc:type > info:eu-repo/semantics/article </ dc:type >
  26. < dc:type > info:eu-repo/semantics/acceptedVersion </ dc:type >
  27. < edm:type > TEXT </ edm:type >
  </ edm:ProvidedCHO >
2. < ore:Aggregation about =" https://catalonica.bnc.cat/catalonicahub/lod/oai:openaccess.uoc.edu:10609_--_150350#ent1 " >
  1. < edm:aggregatedCHO resource =" https://catalonica.bnc.cat/catalonicahub/lod/oai:openaccess.uoc.edu:10609_--_150350#ent0 " />
  2. < edm:dataProvider > O2 Repositori UOC </ edm:dataProvider >
  3. < edm:isShownAt resource =" http://hdl.handle.net/10609/150350 " />
  4. < edm:isShownBy resource =" https://openaccess.uoc.edu/bitstream/10609/150350/1/I%20as%20a%20practicum%20mentor%20%20%20identities%20of%20mentors%20of%20student%20teachers.pdf " />
  5. < edm:object resource =" https://openaccess.uoc.edu/bitstream/10609/150350/2/I%20as%20a%20practicum%20mentor%20%20%20identities%20of%20mentors%20of%20student%20teachers.pdf.jpg " />
  6. < edm:provider > Catalònica </ edm:provider >
  7. < edm:rights resource =" http://creativecommons.org/licenses/by-nc/3.0/es/ " />
  </ ore:Aggregation >
</ rdf:RDF >

etdms

<?xml version="1.0" encoding="UTF-8" ?>

< thesis schemaLocation =" http://www.ndltd.org/standards/metadata/etdms/1.0/ http://www.ndltd.org/standards/metadata/etdms/1.0/etdms.xsd " >
1. < title > 'I as a practicum mentor': identities of mentors of student teachers </ title >
2. < creator > Garcia, Consuelo </ creator >
3. < creator > Badia, Antoni </ creator >
4. < subject > mentors </ subject >
5. < subject > I-positions </ subject >
6. < subject > student teachers </ subject >
7. < subject > primary education </ subject >
8. < subject > early childhood education </ subject >
9. < description > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ description >
10. < date > 2024-05-16 </ date >
11. < date > 2024-05-16 </ date >
12. < date > 2023-04-18 </ date >
13. < date > info:eu-re </ date >
14. < type > info:eu-repo/semantics/article </ type >
15. < identifier > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ identifier >
16. < identifier > 1361-1267 </ identifier >
17. < identifier > http://hdl.handle.net/10609/150350 </ identifier >
18. < identifier > https://doi.org/10.1080/13611267.2023.2202476 </ identifier >
19. < language > eng </ language >
20. < relation > Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023 </ relation >
21. < relation > https://doi.org/10.1080/13611267.2023.2202476 </ relation >
22. < rights > http://creativecommons.org/licenses/by-nc/3.0/es/ </ rights >
23. < rights > info:eu-repo/semantics/embargoedAccess </ rights >
24. < rights > CC BY-NC </ rights >
25. < publisher > Taylor & Francis </ publisher >
</ thesis >

marc

<?xml version="1.0" encoding="UTF-8" ?>

< record schemaLocation =" http://www.loc.gov/MARC21/slim http://www.loc.gov/standards/marcxml/schema/MARC21slim.xsd " >
1. < leader > 00925njm 22002777a 4500 </ leader >
2. < datafield ind1 =" " ind2 =" " tag =" 042 " >
  1. < subfield code =" a " > dc </ subfield >
  </ datafield >
3. < datafield ind1 =" " ind2 =" " tag =" 720 " >
  1. < subfield code =" a " > Garcia, Consuelo </ subfield >
  2. < subfield code =" e " > author </ subfield >
  </ datafield >
4. < datafield ind1 =" " ind2 =" " tag =" 720 " >
  1. < subfield code =" a " > Badia, Antoni </ subfield >
  2. < subfield code =" e " > author </ subfield >
  </ datafield >
5. < datafield ind1 =" " ind2 =" " tag =" 260 " >
  1. < subfield code =" c " > 2023-04-18 </ subfield >
  </ datafield >
6. < datafield ind1 =" " ind2 =" " tag =" 520 " >
  1. < subfield code =" a " > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ subfield >
  </ datafield >
7. < datafield ind1 =" 8 " ind2 =" " tag =" 024 " >
  1. < subfield code =" a " > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ subfield >
  </ datafield >
8. < datafield ind1 =" 8 " ind2 =" " tag =" 024 " >
  1. < subfield code =" a " > 1361-1267 </ subfield >
  </ datafield >
9. < datafield ind1 =" 8 " ind2 =" " tag =" 024 " >
  1. < subfield code =" a " > http://hdl.handle.net/10609/150350 </ subfield >
  </ datafield >
10. < datafield ind1 =" 8 " ind2 =" " tag =" 024 " >
  1. < subfield code =" a " > https://doi.org/10.1080/13611267.2023.2202476 </ subfield >
  </ datafield >
11. < datafield ind1 =" " ind2 =" " tag =" 653 " >
  1. < subfield code =" a " > mentors </ subfield >
  </ datafield >
12. < datafield ind1 =" " ind2 =" " tag =" 653 " >
  1. < subfield code =" a " > I-positions </ subfield >
  </ datafield >
13. < datafield ind1 =" " ind2 =" " tag =" 653 " >
  1. < subfield code =" a " > student teachers </ subfield >
  </ datafield >
14. < datafield ind1 =" " ind2 =" " tag =" 653 " >
  1. < subfield code =" a " > primary education </ subfield >
  </ datafield >
15. < datafield ind1 =" " ind2 =" " tag =" 653 " >
  1. < subfield code =" a " > early childhood education </ subfield >
  </ datafield >
16. < datafield ind1 =" 0 " ind2 =" 0 " tag =" 245 " >
  1. < subfield code =" a " > 'I as a practicum mentor': identities of mentors of student teachers </ subfield >
  </ datafield >
</ record >

mets

<?xml version="1.0" encoding="UTF-8" ?>

< mets ID =" DSpace_ITEM_10609-150350 " OBJID =" hdl:10609/150350 " PROFILE =" DSpace METS SIP Profile 1.0 " TYPE =" DSpace ITEM " schemaLocation =" http://www.loc.gov/METS/ http://www.loc.gov/standards/mets/mets.xsd " >
1. < metsHdr CREATEDATE =" 2024-06-07T23:05:59Z " >
  1. < agent ROLE =" CUSTODIAN " TYPE =" ORGANIZATION " >
    1. < name > Repositori Institucional (O2) </ name >
    </ agent >
  </ metsHdr >
2. < dmdSec ID =" DMD_10609_150350 " >
  1. < mdWrap MDTYPE =" MODS " >
    1. < xmlData schemaLocation =" http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-1.xsd " >
      1. < mods:mods schemaLocation =" http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-1.xsd " >
        
        < mods:name >
        
        < mods:role >
        
        < mods:roleTerm type =" text " > author </ mods:roleTerm >
        
        </ mods:role >
        
        < mods:namePart > Garcia, Consuelo </ mods:namePart >
        
        </ mods:name >
        
        < mods:name >
        
        < mods:role >
        
        < mods:roleTerm type =" text " > author </ mods:roleTerm >
        
        </ mods:role >
        
        < mods:namePart > Badia, Antoni </ mods:namePart >
        
        </ mods:name >
        
        < mods:extension >
        
        < mods:dateAccessioned encoding =" iso8601 " > 2024-05-16T07:29:05Z </ mods:dateAccessioned >
        
        </ mods:extension >
        
        < mods:extension >
        
        < mods:dateAvailable encoding =" iso8601 " > 2024-05-16T07:29:05Z </ mods:dateAvailable >
        
        </ mods:extension >
        
        < mods:originInfo >
        
        < mods:dateIssued encoding =" iso8601 " > 2023-04-18 </ mods:dateIssued >
        
        </ mods:originInfo >
        
        < mods:identifier type =" citation " > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ mods:identifier >
        
        < mods:identifier type =" issn " > 1361-1267 </ mods:identifier >
        
        < mods:identifier type =" uri " > http://hdl.handle.net/10609/150350 </ mods:identifier >
        
        < mods:identifier type =" doi " > https://doi.org/10.1080/13611267.2023.2202476 </ mods:identifier >
        
        < mods:abstract > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ mods:abstract >
        
        < mods:language >
        
        < mods:languageTerm authority =" rfc3066 " > eng </ mods:languageTerm >
        
        </ mods:language >
        
        < mods:accessCondition type =" useAndReproduction " > CC BY-NC </ mods:accessCondition >
        
        < mods:subject >
        
        < mods:topic > mentors </ mods:topic >
        
        </ mods:subject >
        
        < mods:subject >
        
        < mods:topic > I-positions </ mods:topic >
        
        </ mods:subject >
        
        < mods:subject >
        
        < mods:topic > student teachers </ mods:topic >
        
        </ mods:subject >
        
        < mods:subject >
        
        < mods:topic > primary education </ mods:topic >
        
        </ mods:subject >
        
        < mods:subject >
        
        < mods:topic > early childhood education </ mods:topic >
        
        </ mods:subject >
        
        < mods:titleInfo >
        
        < mods:title > 'I as a practicum mentor': identities of mentors of student teachers </ mods:title >
        
        </ mods:titleInfo >
        
        < mods:genre > info:eu-repo/semantics/article </ mods:genre >
        
        </ mods:mods >
      </ xmlData >
    </ mdWrap >
  </ dmdSec >
3. < amdSec ID =" FO_10609_150350_1 " >
  1. < techMD ID =" TECH_O_10609_150350_1 " >
    1. < mdWrap MDTYPE =" PREMIS " >
      1. < xmlData schemaLocation =" http://www.loc.gov/standards/premis http://www.loc.gov/standards/premis/PREMIS-v1-0.xsd " >
        
        < premis:premis >
        
        < premis:object >
        
        < premis:objectIdentifier >
        
        < premis:objectIdentifierType > URL </ premis:objectIdentifierType >
        
        < premis:objectIdentifierValue > https://openaccess.uoc.edu/bitstream/10609/150350/1/I%20as%20a%20practicum%20mentor%20%20%20identities%20of%20mentors%20of%20student%20teachers.pdf </ premis:objectIdentifierValue >
        
        </ premis:objectIdentifier >
        
        < premis:objectCategory > File </ premis:objectCategory >
        
        < premis:objectCharacteristics >
        
        < premis:fixity >
        
        < premis:messageDigestAlgorithm > MD5 </ premis:messageDigestAlgorithm >
        
        < premis:messageDigest > d06923fef140ac01a7adb6495755756e </ premis:messageDigest >
        
        </ premis:fixity >
        
        < premis:size > 1259007 </ premis:size >
        
        < premis:format >
        
        < premis:formatDesignation >
        
        < premis:formatName > application/pdf </ premis:formatName >
        
        </ premis:formatDesignation >
        
        </ premis:format >
        
        </ premis:objectCharacteristics >
        
        < premis:originalName > I as a practicum mentor identities of mentors of student teachers.pdf </ premis:originalName >
        
        </ premis:object >
        
        </ premis:premis >
        
        </ xmlData >
      </ mdWrap >
    </ techMD >
  </ amdSec >
4. < fileSec >
  1. < fileGrp USE =" ORIGINAL " >
    1. < file ADMID =" FO_10609_150350_1 " CHECKSUM =" d06923fef140ac01a7adb6495755756e " CHECKSUMTYPE =" MD5 " GROUPID =" GROUP_BITSTREAM_10609_150350_1 " ID =" BITSTREAM_ORIGINAL_10609_150350_1 " MIMETYPE =" application/pdf " SEQ =" 1 " SIZE =" 1259007 " >
      1. < FLocat LOCTYPE =" URL " href =" https://openaccess.uoc.edu/bitstream/10609/150350/1/I%20as%20a%20practicum%20mentor%20%20%20identities%20of%20mentors%20of%20student%20teachers.pdf " type =" simple " />
      </ file >
    </ fileGrp >
  </ fileSec >
5. < structMap LABEL =" DSpace Object " TYPE =" LOGICAL " >
  1. < div ADMID =" DMD_10609_150350 " TYPE =" DSpace Object Contents " >
    1. < div TYPE =" DSpace BITSTREAM " >
      1. < fptr FILEID =" BITSTREAM_ORIGINAL_10609_150350_1 " />
      </ div >
    </ div >
  </ structMap >
</ mets >

mods

<?xml version="1.0" encoding="UTF-8" ?>

< mods:mods schemaLocation =" http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-1.xsd " >
1. < mods:name >
  1. < mods:namePart > Garcia, Consuelo </ mods:namePart >
  </ mods:name >
2. < mods:name >
  1. < mods:namePart > Badia, Antoni </ mods:namePart >
  </ mods:name >
3. < mods:extension >
  1. < mods:dateAvailable encoding =" iso8601 " > 2024-05-16T07:29:05Z </ mods:dateAvailable >
  </ mods:extension >
4. < mods:extension >
  1. < mods:dateAccessioned encoding =" iso8601 " > 2024-05-16T07:29:05Z </ mods:dateAccessioned >
  </ mods:extension >
5. < mods:originInfo >
  1. < mods:dateIssued encoding =" iso8601 " > 2023-04-18 </ mods:dateIssued >
  </ mods:originInfo >
6. < mods:identifier type =" citation " > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ mods:identifier >
7. < mods:identifier type =" issn " > 1361-1267 </ mods:identifier >
8. < mods:identifier type =" uri " > http://hdl.handle.net/10609/150350 </ mods:identifier >
9. < mods:identifier type =" doi " > https://doi.org/10.1080/13611267.2023.2202476 </ mods:identifier >
10. < mods:abstract > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ mods:abstract >
11. < mods:language >
  1. < mods:languageTerm > eng </ mods:languageTerm >
  </ mods:language >
12. < mods:accessCondition type =" useAndReproduction " > http://creativecommons.org/licenses/by-nc/3.0/es/ </ mods:accessCondition >
13. < mods:accessCondition type =" useAndReproduction " > info:eu-repo/semantics/embargoedAccess </ mods:accessCondition >
14. < mods:accessCondition type =" useAndReproduction " > CC BY-NC </ mods:accessCondition >
15. < mods:subject >
  1. < mods:topic > mentors </ mods:topic >
  </ mods:subject >
16. < mods:subject >
  1. < mods:topic > I-positions </ mods:topic >
  </ mods:subject >
17. < mods:subject >
  1. < mods:topic > student teachers </ mods:topic >
  </ mods:subject >
18. < mods:subject >
  1. < mods:topic > primary education </ mods:topic >
  </ mods:subject >
19. < mods:subject >
  1. < mods:topic > early childhood education </ mods:topic >
  </ mods:subject >
20. < mods:titleInfo >
  1. < mods:title > 'I as a practicum mentor': identities of mentors of student teachers </ mods:title >
  </ mods:titleInfo >
21. < mods:genre > info:eu-repo/semantics/article </ mods:genre >
</ mods:mods >

qdc

<?xml version="1.0" encoding="UTF-8" ?>

< qdc:qualifieddc schemaLocation =" http://purl.org/dc/elements/1.1/ http://dublincore.org/schemas/xmls/qdc/2006/01/06/dc.xsd http://purl.org/dc/terms/ http://dublincore.org/schemas/xmls/qdc/2006/01/06/dcterms.xsd http://dspace.org/qualifieddc/ http://www.ukoln.ac.uk/metadata/dcmi/xmlschema/qualifieddc.xsd " >
1. < dc:title > 'I as a practicum mentor': identities of mentors of student teachers </ dc:title >
2. < dc:creator > Garcia, Consuelo </ dc:creator >
3. < dc:creator > Badia, Antoni </ dc:creator >
4. < dc:subject > mentors </ dc:subject >
5. < dc:subject > I-positions </ dc:subject >
6. < dc:subject > student teachers </ dc:subject >
7. < dc:subject > primary education </ dc:subject >
8. < dc:subject > early childhood education </ dc:subject >
9. < dcterms:abstract > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ dcterms:abstract >
10. < dcterms:dateAccepted > 2024-05-16T07:29:05Z </ dcterms:dateAccepted >
11. < dcterms:available > 2024-05-16T07:29:05Z </ dcterms:available >
12. < dcterms:created > 2024-05-16T07:29:05Z </ dcterms:created >
13. < dcterms:issued > 2023-04-18 </ dcterms:issued >
14. < dc:type > info:eu-repo/semantics/article </ dc:type >
15. < dc:identifier > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ dc:identifier >
16. < dc:identifier > 1361-1267 </ dc:identifier >
17. < dc:identifier > http://hdl.handle.net/10609/150350 </ dc:identifier >
18. < dc:identifier > https://doi.org/10.1080/13611267.2023.2202476 </ dc:identifier >
19. < dc:language > eng </ dc:language >
20. < dc:relation > Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023 </ dc:relation >
21. < dc:relation > https://doi.org/10.1080/13611267.2023.2202476 </ dc:relation >
22. < dc:rights > http://creativecommons.org/licenses/by-nc/3.0/es/ </ dc:rights >
23. < dc:rights > info:eu-repo/semantics/embargoedAccess </ dc:rights >
24. < dc:rights > CC BY-NC </ dc:rights >
25. < dc:publisher > Taylor & Francis </ dc:publisher >
</ qdc:qualifieddc >

rdf

<?xml version="1.0" encoding="UTF-8" ?>

< rdf:RDF schemaLocation =" http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd " >
1. < ow:Publication about =" oai:openaccess.uoc.edu:10609/150350 " >
  1. < dc:title > 'I as a practicum mentor': identities of mentors of student teachers </ dc:title >
  2. < dc:creator > Garcia, Consuelo </ dc:creator >
  3. < dc:creator > Badia, Antoni </ dc:creator >
  4. < dc:subject > mentors </ dc:subject >
  5. < dc:subject > I-positions </ dc:subject >
  6. < dc:subject > student teachers </ dc:subject >
  7. < dc:subject > primary education </ dc:subject >
  8. < dc:subject > early childhood education </ dc:subject >
  9. < dc:description > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ dc:description >
  10. < dc:date > 2024-05-16T07:29:05Z </ dc:date >
  11. < dc:date > 2024-05-16T07:29:05Z </ dc:date >
  12. < dc:date > 2023-04-18 </ dc:date >
  13. < dc:date > info:eu-repo/date/embargoEnd/2025-10-19 </ dc:date >
  14. < dc:type > info:eu-repo/semantics/article </ dc:type >
  15. < dc:identifier > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ dc:identifier >
  16. < dc:identifier > 1361-1267 </ dc:identifier >
  17. < dc:identifier > http://hdl.handle.net/10609/150350 </ dc:identifier >
  18. < dc:identifier > https://doi.org/10.1080/13611267.2023.2202476 </ dc:identifier >
  19. < dc:language > eng </ dc:language >
  20. < dc:relation > Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023 </ dc:relation >
  21. < dc:relation > https://doi.org/10.1080/13611267.2023.2202476 </ dc:relation >
  22. < dc:rights > http://creativecommons.org/licenses/by-nc/3.0/es/ </ dc:rights >
  23. < dc:rights > info:eu-repo/semantics/embargoedAccess </ dc:rights >
  24. < dc:rights > CC BY-NC </ dc:rights >
  25. < dc:publisher > Taylor & Francis </ dc:publisher >
  </ ow:Publication >
</ rdf:RDF >

xoai

<?xml version="1.0" encoding="UTF-8" ?>

< metadata schemaLocation =" http://www.lyncode.com/xoai http://www.lyncode.com/xsd/xoai.xsd " >
1. < element name =" dc " >
  1. < element name =" contributor " >
    1. < element name =" author " >
      1. < element name =" none " >
        
        < field name =" value " > Garcia, Consuelo </ field >
        
        < field name =" authority " > 0178ba00-2a40-4086-b5b2-a6ff4e8eb398 </ field >
        
        < field name =" confidence " > 600 </ field >
        
        < field name =" value " > Badia, Antoni </ field >
        
        < field name =" authority " > 61eb3ce9-01a9-4883-9c6f-9bc18e120f4c </ field >
        
        < field name =" confidence " > 600 </ field >
        
        </ element >
      </ element >
    </ element >
  2. < element name =" date " >
    1. < element name =" accessioned " >
      1. < element name =" none " >
        
        < field name =" value " > 2024-05-16T07:29:05Z </ field >
        
        </ element >
      </ element >
    2. < element name =" available " >
      1. < element name =" none " >
        
        < field name =" value " > 2024-05-16T07:29:05Z </ field >
        
        </ element >
      </ element >
    3. < element name =" issued " >
      1. < element name =" none " >
        
        < field name =" value " > 2023-04-18 </ field >
        
        </ element >
      </ element >
    4. < element name =" embargoEndDate " >
      1. < element name =" none " >
        
        < field name =" value " > info:eu-repo/date/embargoEnd/2025-10-19 </ field >
        
        </ element >
      </ element >
    </ element >
  3. < element name =" identifier " >
    1. < element name =" citation " >
      1. < element name =" none " >
        
        < field name =" value " > Garcia Tamarit, C. [Consuelo] & Badia Garganté, A. [Mokhtar]. (2023). 'I as a practicum mentor': identities of mentors of student teachers. Mentoring & Tutoring: Partnership in Learning, 31(3), 335-351. doi: 10.1080/13611267.2023.2202476 </ field >
        
        </ element >
      </ element >
    2. < element name =" issn " >
      1. < element name =" none " >
        
        < field name =" value " > 1361-1267 </ field >
        
        </ element >
      </ element >
    3. < element name =" uri " >
      1. < element name =" none " >
        
        < field name =" value " > http://hdl.handle.net/10609/150350 </ field >
        
        </ element >
      </ element >
    4. < element name =" doi " >
      1. < element name =" none " >
        
        < field name =" value " > https://doi.org/10.1080/13611267.2023.2202476 </ field >
        
        </ element >
      </ element >
    </ element >
  4. < element name =" description " >
    1. < element name =" abstract " >
      1. < element name =" en " >
        
        < field name =" value " > Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development. </ field >
        
        </ element >
      </ element >
    </ element >
  5. < element name =" format " >
    1. < element name =" mimetype " >
      1. < element name =" none " >
        
        < field name =" value " > application/pdf </ field >
        
        </ element >
      </ element >
    </ element >
  6. < element name =" language " >
    1. < element name =" iso " >
      1. < element name =" en " >
        
        < field name =" value " > eng </ field >
        
        </ element >
      </ element >
    </ element >
  7. < element name =" publisher " >
    1. < element name =" none " >
      1. < field name =" value " > Taylor & Francis </ field >
      </ element >
    </ element >
  8. < element name =" relation " >
    1. < element name =" ispartof " >
      1. < element name =" none " >
        
        < field name =" value " > Mentoring & Tutoring: Partnership in Learning, 31 (3), 2023 </ field >
        
        </ element >
      </ element >
    2. < element name =" uri " >
      1. < element name =" none " >
        
        < field name =" value " > https://doi.org/10.1080/13611267.2023.2202476 </ field >
        
        </ element >
      </ element >
    </ element >
  9. < element name =" rights " >
    1. < element name =" * " >
      1. < field name =" value " > CC BY-NC </ field >
      </ element >
    2. < element name =" uri " >
      1. < element name =" none " >
        
        < field name =" value " > http://creativecommons.org/licenses/by-nc/3.0/es/ </ field >
        
        </ element >
      </ element >
    3. < element name =" accessRights " >
      1. < element name =" none " >
        
        < field name =" value " > info:eu-repo/semantics/embargoedAccess </ field >
        
        </ element >
      </ element >
    </ element >
  10. < element name =" subject " >
    1. < element name =" en " >
      1. < field name =" value " > mentors </ field >
      2. < field name =" value " > I-positions </ field >
      3. < field name =" value " > student teachers </ field >
      4. < field name =" value " > primary education </ field >
      5. < field name =" value " > early childhood education </ field >
      </ element >
    </ element >
  11. < element name =" title " >
    1. < element name =" en " >
      1. < field name =" value " > 'I as a practicum mentor': identities of mentors of student teachers </ field >
      </ element >
    </ element >
  12. < element name =" type " >
    1. < element name =" none " >
      1. < field name =" value " > info:eu-repo/semantics/article </ field >
      </ element >
    2. < element name =" version " >
      1. < element name =" none " >
        
        < field name =" value " > info:eu-repo/semantics/acceptedVersion </ field >
        
        </ element >
      </ element >
    </ element >
  13. < element name =" gir " >
    1. < element name =" id " >
      1. < element name =" none " >
        
        < field name =" value " > AR-0000010706 </ field >
        
        </ element >
      </ element >
    </ element >
  </ element >
2. < element name =" bundles " >
  1. < element name =" bundle " >
    1. < field name =" name " > ORIGINAL </ field >
    2. < element name =" bitstreams " >
      1. < element name =" bitstream " >
        
        < field name =" name " > I as a practicum mentor identities of mentors of student teachers.pdf </ field >
        
        < field name =" originalName " > I as a practicum mentor identities of mentors of student teachers.pdf </ field >
        
        < field name =" description " />
        
        < field name =" format " > application/pdf </ field >
        
        < field name =" size " > 1259007 </ field >
        
        < field name =" url " > https://openaccess.uoc.edu/bitstream/10609/150350/1/I%20as%20a%20practicum%20mentor%20%20%20identities%20of%20mentors%20of%20student%20teachers.pdf </ field >
        
        < field name =" checksum " > d06923fef140ac01a7adb6495755756e </ field >
        
        < field name =" checksumAlgorithm " > MD5 </ field >
        
        < field name =" sid " > 1 </ field >
        
        < field name =" drm " > embargoed access|||2025-10-19 </ field >
        
        </ element >
      </ element >
    </ element >
  2. < element name =" bundle " >
    1. < field name =" name " > THUMBNAIL </ field >
    2. < element name =" bitstreams " >
      1. < element name =" bitstream " >
        
        < field name =" name " > I as a practicum mentor identities of mentors of student teachers.pdf.jpg </ field >
        
        < field name =" originalName " > I as a practicum mentor identities of mentors of student teachers.pdf.jpg </ field >
        
        < field name =" description " > Generated Thumbnail </ field >
        
        < field name =" format " > image/jpeg </ field >
        
        < field name =" size " > 1522 </ field >
        
        < field name =" url " > https://openaccess.uoc.edu/bitstream/10609/150350/2/I%20as%20a%20practicum%20mentor%20%20%20identities%20of%20mentors%20of%20student%20teachers.pdf.jpg </ field >
        
        < field name =" checksum " > aae3efa68943662eaef425b9ef7719e1 </ field >
        
        < field name =" checksumAlgorithm " > MD5 </ field >
        
        < field name =" sid " > 2 </ field >
        
        < field name =" drm " > open access </ field >
        
        </ element >
      </ element >
    </ element >
  3. < element name =" bundle " >
    1. < field name =" name " > CC-LICENSE </ field >
    2. < element name =" bitstreams " >
      1. < element name =" bitstream " >
        
        < field name =" name " > license_rdf </ field >
        
        < field name =" originalName " > license_rdf </ field >
        
        < field name =" format " > application/rdf+xml; charset=utf-8 </ field >
        
        < field name =" size " > 920 </ field >
        
        < field name =" url " > https://openaccess.uoc.edu/bitstream/10609/150350/3/license_rdf </ field >
        
        < field name =" checksum " > 517e49e694b22772ab0cc40dd826285d </ field >
        
        < field name =" checksumAlgorithm " > MD5 </ field >
        
        < field name =" sid " > 3 </ field >
        
        < field name =" drm " > open access </ field >
        
        </ element >
      </ element >
    </ element >
  </ element >
3. < element name =" others " >
  1. < field name =" handle " > 10609/150350 </ field >
  2. < field name =" identifier " > oai:openaccess.uoc.edu:10609/150350 </ field >
  3. < field name =" lastModifyDate " > 2024-06-05 10:12:42.287 </ field >
  4. < field name =" drm " > embargoed access|||2025-10-19 </ field >
  </ element >
4. < element name =" repository " >
  1. < field name =" name " > Repositori Institucional (O2) </ field >
  2. < field name =" mail " > repositori@uoc.edu </ field >
  </ element >
</ metadata >

Biblioteca de Catalunya Carrer de l'Hospital, 56. 08001 Barcelona Email: catalonica@bnc.cat Tlf.: +34 932 702 300

OAI Repository