No abstract

This case study addressed a mentoring teacher's reflection on the role of mentoring teacher in a practicum. One mentoring teacher participated in this study. The mentoring teacher taught physics pre-service teachers in 2014, 2015, and 2017. He wrote a journal that showed his work as a mentoring teacher and the difficulties that he encounterd. The journal was shared with a researcher who taught physics education in a university, and his teaching practices were discussed. For each year, the journal was analyzed according to personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. The results showed that the mentoring teacher regarded as important the personal differences of pre-service teachers and their satisfaction with their developed professional identities. He focused on the pre-service teachers being able to develop and revised their lesson plans and to practice by themselves so that their orientation for being a teacher could be increased. He explicitly gave feedbacks and played his role as a supporter to develop the pre-service teachers' professional ability over three years. These changes were based on the reflection of his role in achieving system requirements.