Strength‐based mentoring in pre‐service teacher education: a literature review

Abstract

In order to better prepare pre‐service teachers for potential challenges in their first year of teaching, it is critical for both teacher educators and supervising teachers to provide strategies to strengthen pre‐service teachers' beliefs and maintain their motivation. In this article, strengths‐based theories are reviewed to provide a discussion on teacher mentoring approaches that offer an alternative to the more common problem‐based models. A strength‐based mentoring model in teacher education is presented, and measures and strategies developed from different strength‐based theories are applied to the six elements of this model.

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