Akyar, Begum Canaslan2025-03-172025-03-1720202147-9844https://doi.org/10.24106/kefdergi.702931https://search.trdizin.gov.tr/tr/yayin/detay/388976https://hdl.handle.net/20.500.13099/1069The current study aims to investigate the effectiveness of the collaborative teacher and academic supervisor’smentoring in practicum classes in early childhood education. The study is designed as qualitative research, and anunstructured interview form is used. Twelve pre-service teachers from early childhood education department whoparticipated in the school experience or practice teaching course are samples of the study. The results show that theguiding process is not efficient, especially for classroom management strategy. Additionally, inappropriate feedbackof collaborative teachers and academic supervisors do not help to develop pre-service in the profession. In addition,incompatibility between collaborative teachers’ and academic supervisors’ request is a problem for pre-serviceteachers in the practicum process. The study recommends that collaborative teachers and academic supervisors couldparticipate in a mentoring training program, and the collaborative teachers and academic supervisors could have ameeting before the teaching experience course.eninfo:eu-repo/semantics/openAccessEğitimEğitim AraştırmalarıArticle10.24106/kefdergi.702931282869880388976