Speaker
Description
Mentoring is increasingly recognized as a central practice in teacher education, yet most research has focused on Western and resource-rich contexts. Limited attention has been given to mentoring in low-income and post-conflict settings, where resources are constrained and sociocultural norms strongly influence professional relationships. This study examines mentoring in Cambodia as a case study offering intercultural perspectives on teacher education, particularly within the teaching practicum as a key site for professional growth.
Using a qualitative cross-case study design across three teacher education institutions, the research draws on interviews, classroom and mentoring observations, and institutional documents to explore how mentoring practices are enacted in different practicum contexts. Findings indicate that mentoring in Cambodia is not primarily structured through formal frameworks but functions as a hybrid practice combining emotional support with varying levels of instructional guidance. These practices are shaped by sociocultural norms such as collectivist values, hierarchical relationships, and respect for authority, which influence feedback, reflection, and professional dialogue.
Emotional support consistently strengthened pre-service teachers’ confidence, sense of belonging, and emerging professional identity. However, instructional development depended on more structured mentoring interactions, including observation-based feedback and guided reflection. Conceptually, the study reframes mentoring in low-resource contexts as a socioculturally mediated emotional–instructional hybrid rather than a deficit form of formal mentoring. The findings highlight the importance of context-sensitive mentoring approaches that balance relational support with feasible instructional guidance throughout the practicum.
Biography
Chea Chanponna, PhD, is a teacher educator and Head of the Continuous Professional Development (CPD) Department at the National Institute of Education (NIE), Cambodia. She holds a Doctor of Philosophy in Education (Ph.D.) from Hiroshima University, Japan. Her work focuses on teacher education, particularly mentoring and its role in shaping student teachers’ professional identity. She is actively involved in designing and delivering CPD programs for teachers, principals and teacher educators. Her research interests include curriculum development, professional development and learning, research engagement, and mentoring in education. Her work aims to contribute to context-sensitive approaches to teacher education and to strengthen the quality of teaching and learning in Cambodia.
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