Abstract
This study is aimed to explore and understand the experiences of cooperating teachers who are mentoring pre-service teachers. Using sampling and inclusion criteria, the participating three cooperating teachers from high school teachers were identified. All of them participated in the in-depth interviews. Results revealed the experiences of the participants: experiencing resistance to feedback; experiencing emotional strains in mentoring pre-service teachers; and struggling in transforming their teaching style. In response to the challenges they have encountered, they deemed the following coping strategies essential: conducting classroom observation; preparing oneself, seeking support from the expert. Upon reflecting on their entire experience, they arrived at the following insights: guiding teachers for growth; being prepared about the challenges in teaching field; and promoting open-mindedness. The results of this study were deemed significant by the participants, teachers, students, and researchers.
