ABSTRACT
This chapter examines the experiences of pre-service teachers (PSTs) and physical education teacher educators as they experience the mentoring process. During group mentoring seminars, PSTs had the opportunity to discuss their studies with their peers. The mentoring process strives to ensure that PSTs are aware of significant changes and are capable of articulating and reflecting upon them. Mentoring offers a conduit to reach the primary objective of the physical education teacher education (PETE) programme at the University of Jyvaskyla (JyU), Finland. The mentoring process involves group discussions and one-to-one discussions between mentors and mentees, in addition to written assignments such as analytical tasks, portfolios and self-assessment tasks. Mentoring is a mixture of collaboration and reflection, focusing on assessing options, weighing risks, considering ethical questions and analysing and rethinking meanings. Effectiveness in the profession requires the ability to cope with a growing diversity of learners, the demands of the work environment, and ever-changing societal expectations.
