Garcia, ConsueloBadia, Antoni2024-07-302024-07-302024-06-209788413962009https://riunet.upv.es/handle/10251/206856[EN] The impact of the student-teacher mentor's identity is crucial  for the development of pre-service teachers during their practicum, influencing skill acquisition, knowledge assimilation, and the nurturing of self-esteem. This research delves into the area of mentoring approaches for early childhood and primary student-teachers in Spain. Using a qualitative  approach, data from 35 mentors was analyzed to understand their approaches in guiding pre-service teachers. The study identified three distinct mentor identities approaches: those focused on developing students' design skills, fostering socialization, and facilitating professional growth. To enhance the quality of mentorship, universities and school-university partnerships should prioritize the training of mentors in these approaches, ensuring they can provide optimal guidance for the future educators they support.8Reconocimiento - No comercial - Compartir igual (by-nc-sa)MentoringPre-service teachersApproachesIdentityCapítulo de libro10.4995/HEAd24.2024.17207Abierto