Abstract
Self-regulated learning is defined as a construct that assists pre-service instructors in regulating their cognitive processes in relation to their teaching performance. Mentoring may serve as a predictor of self-regulated learning, thereby enhancing the pre-service teachers' teaching abilities, according to one argument. Utilizing a multiple case study design, this paper investigated the effectiveness of student-teacher mentoring in fostering self-regulated learning among pre-service teachers, guided by the three phases of the self-regulated learning approach. In the course of the investigation, ten cases were examined. Through the application of thematic analysis, three recurring themes were identified and documented. To begin with, mentoring is considered a highly effective method for pre-service teachers' preparation. Furthermore, mentoring serves as a catalyst in facilitating the acquisition of pedagogical skills that refine pre-service teachers' teaching strategies. Thirdly, mentoring facilitates the exchange of feedback regarding the pre-service teachers' learning experiences. The significance of mentoring in cultivating self-regulated learning among pre-service teachers was emphasized. The significance of the three stages of self-regulated learning in relation to the performance of pre-service teachers throughout their teaching practicum has become apparent. The instructors' implementation of self-regulated learning was observed to be emulated by the pre-service teachers. Although self-regulated learning is heavily incorporated into the mentoring process, the three phases are not executed in a structured manner. Consequently, there is a greater need to ensure that mentors are fully immersed in the self-regulated learning approach.
