Mentoring Experiences of Pre-Service Teachers in Islamic Teacher Training Colleges in Morocco
Keywords:
mentoring, pre-service teachers, Islamic education, teacher trainingAbstract
This study investigates the mentoring experiences of pre-service teachers enrolled in Islamic teacher training colleges across Morocco, examining how mentorship shapes their professional identity development, pedagogical competencies, and readiness for classroom practice. Drawing on sociocultural learning theory and communities of practice frameworks, this research explores the unique characteristics of mentoring within Islamic educational contexts where religious values, traditional pedagogies, and contemporary teaching standards intersect. Through qualitative inquiry involving interviews and document analysis, this study identifies three critical dimensions of mentoring experiences: the integration of Islamic pedagogical principles with modern teaching methods, the role of mentor-mentee relationships in shaping professional identity, and the challenges of balancing religious instruction with secular curriculum requirements. Findings reveal that effective mentoring in these contexts requires mentors who can navigate dual responsibilities of transmitting Islamic knowledge and developing contemporary pedagogical skills. Pre-service teachers reported that successful mentoring relationships provided emotional support, practical classroom strategies, and guidance in reconciling religious commitments with professional teaching standards. However, significant challenges emerged including inconsistent mentoring quality, limited mentor preparation, and tensions between traditional authority-based teaching models and student-centered approaches. This research contributes to understanding mentoring in Islamic educational contexts and offers recommendations for strengthening teacher preparation programs in Morocco and similar settings.
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Copyright (c) 2023 Youssef El Amrani, Fatima Zahra Benali
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