Contextualizing Mentoring in Teacher Education: Evidence from the Teaching Practicum in Cambodia

Abstract

Mentoring is widely recognized as central to teacher education, yet most research is grounded in Western, resource-rich contexts. Less is known about how mentoring operates in low-income and post-conflict settings shaped by strong sociocultural norms. This study examines mentoring in Cambodia, focusing on the teaching practicum as a critical site for professional development. Using a qualitative cross-case design across three teacher education institutions, data were collected through interviews, observations, and document analysis. Findings show that mentoring functions as a hybrid practice, combining emotional support with varying levels of instructional guidance rather than relying on formal structures. These practices are shaped by collectivist values, hierarchical relationships, and respect for authority, influencing feedback and professional dialogue. While emotional support strengthens pre-service teachers’ confidence and sense of belonging, instructional development depends on structured interactions such as observation-based feedback and guided reflection. The study reframes mentoring in low-resource contexts as a socioculturally mediated emotional–instructional hybrid and highlights the need for context-sensitive approaches that integrate relational and instructional support.