Akademik Veri Yönetim Sistemi
European Journal of Educational Research, cilt.15, sa.3, ss.777-793, 2026 (Scopus)
This study examines preservice teachers’ evaluations of mentor teachers’ competencies during the teaching practicum, with particular attention to expectation–perception discrepancies across instructional planning, professional guidance, and practicum preparation. A quantitative survey design was employed with 367 preservice teachers enrolled in the 2024–2025 academic year. Data were collected using the validated Cooperating Teacher Competency Scale. Comparative and group-based analyses were conducted to identify gaps between expected and perceived mentor competencies. Preservice teachers reported consistently high expectations across all mentoring domains, particularly in practicum preparation. However, perceived mentor performance was significantly lower, most notably in professional guidance, where limited feedback and career-oriented support were reported. While expectations varied by gender, perceptions did not differ significantly. Mentor characteristics such as experience level and educational attainment were associated with more favorable evaluations, whereas contextual variables (e.g., class size, practicum frequency) showed no significant effects. The findings reveal a systematic expectation–reality gap in mentoring practices, highlighting the need to strengthen professional guidance competencies and to differentiate mentor development according to career stage.