Mentor Teachers’ Opinions for Sustainable Teacher Education: The Case of Northern Cyprus

Abstract

This study aims to investigate the views of mentor teachers on sustainable teacher education in Northern Cyprus. The Teaching Practice course (internship) was taken as the basis, and the views of mentor teachers on the meaning, difficulties, responsibilities, and feedback process of teaching practices were examined. Data were collected through open-ended interviews with 50 classroom teachers using the qualitative research approach phenomenological model. When the findings are examined, it is revealed that mentor teachers see internship as very important in terms of applying theoretical knowledge, gaining practical experience, and developing professional identity. Difficulties include classroom management difficulties, problems with students, inadequate preparation, and communication problems. Mentor teachers emphasize that their roles of providing guidance, feedback, and support are important. It was stated that preparation, time management, and effective communication are among the responsibilities of candidate teachers. The study emphasized the importance of mentoring in teaching practices in the context of effective communication and providing constructive feedback. Recommendations include improved internship program design focusing on classroom management, communication skills, and material preparation. Additionally, fostering a supportive learning environment and providing professional development opportunities for both mentors and student teachers are essential. The study contributes to understanding the complexities of teacher education and the critical role of effective mentoring in shaping future educators. Evaluating the findings of this study in the context of sustainable teacher education highlights how mentors’ role model practices, ongoing support for pre-service teachers, and reinforcement of effective teaching strategies can contribute to the sustainability of pre-service teacher education.

1. Introduction

The 20th century has brought significant transformations in various fields, including education. Sustainable development has emerged as a key focus in teacher education, emphasizing the importance of sustainability. As the demand for high-quality and future-oriented education increases, the integration of the Sustainable Development Goals (SDGs) into teacher education programs becomes vital [1].

The Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, provide a critical roadmap for building a sustainable future on a global scale. Among these goals, the 4th goal serves as a fundamental tool for achieving all other goals. There is “Quality Education” [2]. In the process of transforming education systems with a sustainable development perspective, the role of teacher training programs and mentoring practices, which are an important component of these programs, is becoming increasingly important [3].

The concept of sustainable teacher education is defined as an approach that aims to ensure the continuity of teachers’ professional development and the long-term improvement of education systems [4]. In this context, mentor teachers play a key role in the development of teacher candidates’ professional identity and strengthening their pedagogical skills [5,6]. The study conducted by Nissim and Simon [7] revealed that mentor teachers basically undertake three critical roles: modeling, guiding, and supporting reflective practices. These roles are of great importance in terms of integrating the sustainable development perspective into education processes. However, various difficulties encountered in mentoring processes hinder efforts to create a sustainable education ecosystem. In this regard, Schneider et al. [8] stated that time management problems limit the effectiveness of mentoring activities.

Education systems are expected to produce lifelong learners with critical thinking, digital literacy, and interdisciplinary problem-solving skills. Recent studies show that sustainable development education (SDG) is becoming increasingly prevalent in teacher education programs. These programs emphasize experiential learning, effective pedagogies, and interdisciplinary approaches to equip teachers with the competencies necessary for sustainable education [9].

Carrying out quality internships in teacher education should not be regarded as a supplementary aspect of teacher preparation. Preparing future teachers in alignment with the Sustainable Development Goals (SDGs) and current global objectives requires an integrated approach. It is essential to equip them with the necessary competencies, values, and adaptability to implement sustainable teaching practices.

2. Conceptual Framework

When academic studies and education policy reports in the literature are examined, it is evident that experiential learning environments are provided in which candidate teachers internalize the principles of sustainability in education through effective internship programs. According to Henning [10], during a structured internship period grounded in the principles of sustainable education, candidate teachers experience quality and continuity in education by integrating their own teaching practices with mentoring. Sustainable education principles allow for deep thinking, adaptable learning, and practical application of what is learned. Putman et al. [11] also argue that internships significantly increase the self-efficacy of teacher candidates. High self-efficacy indicates that the long-term professional commitment of teacher candidates is ensured. It is emphasized that fundamental issues such as equality and cultural inclusiveness, which form the basis of education for sustainable development, are addressed and that these competencies are of critical importance.

McKay and Taole [12] emphasize that the duration of the internship, the quality of the mentor, and the school–university partnerships are determinants of sustainability in teacher education systems. They point out that long-term and well-supported internships in teacher education provide pedagogical diversity and deeper interaction with classroom realities, which in turn increases the resilience of teachers. Brandt et al. [13] emphasize that competence in education for sustainable development can best be developed through experiential teaching opportunities during internships, thus drawing attention to the possibility of translating theoretical sustainability goals into daily classroom practices. Huu Nghia and Tai [14] point out that internships in teacher education are closely linked to regional and contextual teaching situations, which prepare pre-service teachers to remain in the profession and make meaningful contributions to societal sustainability efforts. As a result, if sustainable development in education is to be achieved, the quality of internships in teacher education should not be seen as a peripheral component but should be positioned as a strategic driving force.

In this context, innovative pedagogical approaches are considered to be of great importance in the integration of sustainable development goals (SDGs) into education. For example, Leal Filho et al. [15] stated that project-based learning and interdisciplinary approaches increase students’ awareness of SDGs, while Lampropoulos and Kinshuk [16] stated that digital tools (such as virtual simulations and gamification) increase student participation. Similarly, Akçay et al. [17] argue that the integration of values education with SDGs develops students’ global citizenship awareness.

Future-oriented teacher education programs need to integrate innovative strategies in environmental awareness, sustainability competencies, and adapting to modern challenges [18]. In light of these developments, teacher education needs to move beyond traditional models and focus on sustainability-focused curricula, technology-enhanced learning, and SDG-aligned pedagogies.

Recently developed innovative models are promising for the sustainability of mentoring practices. While digital mentoring platforms (such as Mentimeter and TeachFX) facilitate feedback processes, Amiri, Akter, and İslam [19] emphasize the importance of peer mentoring networks.

Teaching practice courses are central to the integration of SDGs into the education system as a critical process in which theoretical knowledge is transformed into practical skills and pedagogical competencies are developed [15]. However, as stated in the study of Grobler and Dittrich [20], there are significant research gaps on how this integration will be achieved, which methods are more effective, and the awareness levels of teacher candidates regarding SDGs. This situation constitutes a significant obstacle to reflecting sustainable development in education policies. Therefore, restructuring mentoring practices in teacher training programs with a sustainable development perspective is an urgent need.

This study aims to identify the main challenges by examining mentor teachers’ perceptions of sustainable teacher education in Northern Cyprus. This research examines the perceptions of mentor teachers in Northern Cyprus towards sustainable teacher education, identifying key challenges, responsibilities, and innovative practices for a more effective teaching framework.

Teaching practice is a course that aims to develop the professional competencies of teacher candidates and provides them with direct experience in the school environment. Candidates work on lesson planning, material development, in-class teaching, and managing undesirable behaviors in the practice school for 6 h a week. They also receive feedback from the mentor instructor in 2 h seminars, participate in micro-teaching practices, and submit self-assessment reports. During the practice process, teacher candidates plan, implement, and evaluate their lessons under the supervision of the mentor teacher and the course teacher. Candidates are expected to comply with the school’s rules and dress code, participate in educational branch activities, and pay attention to ethical principles (confidentiality, physical contact, permitted registration, etc.). All practice processes are documented with regular portfolio preparation and evaluation forms. This practice is a critical experience for the candidate to develop their knowledge, skills, and attitudes towards the teaching profession.

Teaching practices conducted in the northern part of Cyprus provide candidate teachers with the opportunity to experience planning, teaching, and evaluation processes in a real classroom environment. Candidate teachers support their professional development by receiving regular feedback from both the mentor teacher and the instructor. Practices such as portfolio preparation, self-assessment reports, and microteaching increase candidates’ critical thinking, self-awareness, and application skills. In addition, elements such as compliance with disciplinary rules and getting to know the school culture contribute to the development of professional ethical awareness in candidate teachers.

The intensity of practice and expectations during the internship can be challenging for some candidate teachers in terms of time management and stress. Multiple tasks such as preparing weekly plans, producing materials, in-class practice, evaluation reports, and attending seminars can be exhausting, especially for candidates who are experiencing classroom experience for the first time. In addition, a lack of communication or inconsistent feedback between the mentor teacher and the instructor can negatively affect the development of the candidate teacher. The strict compliance with school rules can limit the candidate’s ability to develop his/her unique teaching style [21].

Teaching carries a great responsibility for the training of qualified individuals that society needs, and in order for these responsibilities to be fulfilled effectively and correctly, individuals who enter teaching programs must continuously improve themselves and be open to change from that moment on [22]. Although programs within the framework of general culture, subject knowledge, and pedagogical training equip individuals with certain competencies, they are not sufficient in today’s rapidly evolving world of information and technology.

Individuals should be engaged in studies that will continuously improve themselves. However, there are also deficiencies in how and in what way pre-service education is provided. The most important of these deficiencies are undoubtedly seen in practices [22,23,24,25,26,27,28,29,30].

As teacher candidates observe classroom teachers in internship schools, they gain a better understanding of their understanding of instructional design, differentiation, measurement-evaluation, and effective communication with students [31]. By utilizing reflective thinking methods in the theoretical part of the teaching practice course, it is aimed to increase the awareness of candidate teachers about contemporary teaching approaches by emphasizing that some teachers working in internship schools teach their lessons in a teacher-centered manner, adhere to passive teaching methods, and fail to motivate their students [32]. Such discussions provide potential teachers with the opportunity to develop their professional perspectives on student-centered teaching, the use of digital tools, and the creation of meaningful learning environments, and offer suggestions for better teaching, especially on topics such as classroom management, communication with students, and motivation [33,34]. An important aspect of the candidate teacher’s professional development is the ability to analyze instructional weaknesses in theory courses.

Teaching practices, also called internship practice, are indispensable for the development and change of candidate teachers and are closely related to their ability to comprehend the subtleties of teaching by both observing the application dimension of theoretical knowledge and doing it themselves [35]. Through a reflective perspective in both theoretical sessions and practical experiences, candidate teachers become aware of various factors affecting learning, begin to recognize the gap between theory and practice, and engage in continuous self-improvement [36,37]. Teaching Practice course is an application that helps candidate teachers to practice their profession properly. With this course, the candidate teacher gains teaching skills in the context of general culture, special field education, and knowledge, skills, attitudes, and behaviors related to the teaching profession that he/she has acquired during his/her education; in addition to classroom practices, teacher candidates gain teaching skills with management and extracurricular activities in the field of teaching in which they are educated and learn to teach a specific course or courses in a planned manner in accordance with the program [38]. In addition, evaluations are made as a result of the activities and observations made during the application, and the candidates’ teachers are prepared as effective and competent teachers in the field. In addition, they question their own behavior and the behaviors of the people around them. Within the framework of reflective thinking, the candidate teachers determine the problems that candidate teachers may encounter in the teaching process and try to produce solutions to these problems [39]. Quality practice experiences have been scientifically proven to improve pedagogical skills, classroom management abilities, and reflective practice skills [40].

Cooperation is essential for teaching practice to achieve its goal. The mentor teacher is an important pillar. In addition, school practice teachers who guide teacher candidates in internship schools have an important role in the professional development of teacher candidates [41]. Both mentor teachers and course teachers need to cooperate on issues such as program development, providing a suitable environment, placing teacher candidates in schools, ensuring their adaptation to the classroom, helping them prepare course materials, evaluating and providing feedback, ensuring their participation in extracurricular activities, and solving problems that arise in practice [42]. It can be said that the most important problem in the effective implementation of teaching practice is that stakeholders do not fulfill their duties and responsibilities towards each other [24,43]. Failure to fulfill the duties constitutes a significant obstacle to obtaining the desired efficiency from the practice, and in the face of this situation, candidate teachers may lose their faith in the necessity of the teaching practice course [44,45]. For this reason, it is very important to identify the problems that stakeholders experience with each other and to increase the frequency of studies in order to produce solutions to the problems experienced.

Supporting this, there are studies showing that universities should pay attention to collaboration with mentor teachers and interns, a gradual transition from observation to teaching, and culturally sensitive mentoring that can respond to the needs of different students in order to guide effective teaching practices [46].

Purpose of the Study

The aim of this study is to determine the opinions and evaluations of the mentor teachers working in Northern Cyprus on the teaching practice course. In line with this purpose, the following questions were answered:

(a)

What is the meaning of the Teaching Practice course (internship) according to the mentor teachers in Northern Cyprus?

(b)

What are the problems encountered by the mentor teachers in Northern Cyprus in the Teaching Practice course?

(c)

What are the opinions of the mentor teachers in Northern Cyprus regarding the responsibilities of candidate class teachers in the Teaching Practice course?

(d)

What are the opinions of the mentor teachers in Northern Cyprus regarding their own responsibilities in the Teaching Practice course?

(e)

What feedback is given to candidate class teachers in the Teaching Practice course according to the mentor teachers in Northern Cyprus?

3. Materials and Methods

3.1. Research Model

This study was conducted using a qualitative research paradigm. In qualitative studies, the researcher tries to explain and understand concepts, facts, and relationships by using an interview form, observation, or document analysis. The researcher reads the data one by one, codes them, and categorizes them. The researcher presents the research results based on the codes and categories he/she obtains. It is defined as research in which the current situation is addressed in its entirety and reality [47,48].

The research model is a case study. In the study, the experiences of candidate teachers during their internship were examined in depth through the observations and feedback of mentor teachers. Thus, the experiences of mentor teachers were addressed in a unique context (in Northern Cyprus), and sustainable inferences and suggestions were presented for the improvement of the teacher education process.

3.2. Participants

The mentor teacher in this research means teachers who teach in grades 1–5 at the primary school level. Mentor teachers are also called classroom teachers. These teachers teach all courses except music, art, and physical education. Teacher candidates are those who study in the department of primary school education at the faculty of education at the university and are in their final year, in other words, in their fourth year. In Northern Cyprus, teacher candidates studying in all branches in their final year are required to do an internship both in the fall and spring semesters. They gain internship experience for a total of 72 semester hours, at least 5 h per week. Finally, the researchers of this research are faculty members who teach at the university. They are academicians with at least a doctorate degree. They provide consultancy to teacher candidates for the two theoretical and 5 h application processes of the internship course per week. University administrations that receive official permission from the Ministry of National Education carry out the necessary procedures for teacher candidates to receive internship education in a suitable location. School administrations assign volunteer and successful mentor teachers to guide candidate teachers. During this period, candidate teachers observe the mentor teachers for a certain period of time and then teach at least 3 lessons. The development process of candidate teachers is evaluated in collaboration with mentor teachers and university faculty members, and they provide feedback.

The study group consists of 50 classroom teachers (mentors) working in state-affiliated primary schools in Northern Cyprus. The convenience sampling technique was used in sample selection. Mentor teachers were specifically included in the sample group in this study. The reason for this is that in studies on internships, the opinions of teacher candidates and university faculty members are mostly sought. It was thought that more objective opinions would be obtained from mentor teachers regarding the internship period. It was thought that mentor teachers who carry out direct teaching practices could comprehensively evaluate the internship experiences of teacher candidates in terms of both practice and theory.

3.3. Data Collection Process

In order to fully comply with the ethical principles of this research, ethical approval was obtained from the Ethics Committee for Scientific Research and Publication of the University where the researchers are working, with a letter dated 13 May 2022 and numbered BAYEK007.07, prior to the start of the data collection process. Subsequently, the necessary applications were made to the Ministry of National Education of Northern Cyprus, and official permission was obtained with a letter dated 3 November 2022 and numbered İÖD.0.00-174/06-22/E.19805 to conduct interviews with classroom teachers working in the internship schools where the research would take place.

During the data collection phase, informed consent was obtained from the practice school classroom teachers who agreed to participate in the research voluntarily. The interviews were conducted within the framework of ethical rules, and the confidentiality and privacy of the participants were protected.

The research was conducted in public schools operating throughout Northern Cyprus. In these schools, teaching starts at 08:00 in the morning and ends at 12:40, and there is a similar structure in all schools in terms of the implementation process. Within the scope of the Teaching Practice course, the implementation instructors of the relevant faculty visited the implementation schools once a week and observed each candidate teacher in their own classroom environment. These visits were carried out regularly for 6 h over 12 weeks. The teacher training programs in Northern Cyprus are based on the criteria established by the higher education institution in Türkiye. Accordingly, teacher candidates are required to complete 72 h of internship in both the fall and spring semesters of their fourth (final) year. The internship course carries 5 ECTS credits.

The feedback obtained from classroom teachers working in internship schools during the implementation process was assessed as a primary data source for identifying areas of development for teacher candidates and creating supportive educational strategies. In this context, two-hour theoretical sessions, held regularly each week within the faculty to address the individual needs of teacher candidates, are organized as improvement and professional development sessions.

The focus of these lessons is to analyze the real classroom situations that teacher candidates encounter in the field within the framework of the feedback of practice school classroom teachers, to address the problems encountered in a pedagogical and theoretical context, and to provide the candidates with the opportunity to develop professional reflection. The reflective thinking approach constitutes one of the fundamental bases of this process. In line with Schön’s [49] concepts of “reflection-in-action” and “reflection-on-action”, candidates were encouraged to evaluate their experiences in the implementation process with a structured thinking process. In this context, teacher candidates were encouraged to think about their own teaching practices and to realize their strengths and areas open to development.

In addition, these courses included active learning methods such as microteaching practices, role playing, scenario analyses, problem-solving activities, and case studies. These methods contributed to candidates’ relating their theoretical knowledge to practice and to their development of decision-making skills regarding teaching-learning processes [50,51].

Teacher education literature shows that such structured support activities that bridge theory and practice contribute positively to the development of teacher candidates’ pedagogical content knowledge (PCK) and professional self-efficacy levels. In addition, these sessions, supported by systematic feedback, increase candidates’ instructional flexibility and situation-specific pedagogical decision-making competencies [52].

As a result, these theoretical improvement sessions offer a concrete example of a contemporary teacher education approach that aims to support the intellectual, pedagogical, and affective development of teacher candidates in a holistic manner by departing from traditional teaching methods that only aim to transfer knowledge. Due to these weekly sessions, teacher candidates had the opportunity to filter the real situations they encountered in the field through a structured reflection filter; thus, they developed their skills to integrate their theoretical knowledge into classroom practices. The feedback from practice school classroom teachers on this process is also very valuable. In the interviews, many classroom teachers stated that theoretical courses caused visible changes in the attitudes and interactions of teacher candidates in the classroom. It was observed that teacher candidates gave more conscious and controlled responses over time in areas such as classroom management, effective communication, and sensitivity to student needs. In addition, teachers emphasized that the candidates adopted more structured and pedagogically based approaches in lesson planning and strategic decision-making regarding the learning process.

3.4. Data Collection Tool

An interview form consisting of open-ended questions was created for data collection in the study. Using open-ended questions in research provides flexibility to the interview process and provides participants with the opportunity to convey the subject in detail [47,48]. The form was designed for practice class teachers. Interview forms were developed to collect data; as a result of the literature review, opinions were received from two academicians who are experts in the field, and a pilot study was conducted with two classroom teachers; questions were made more understandable, and the interview forms took their final form. Thus, the scope validity of the interview questions was ensured. Two opinion forms consisting of eight questions were obtained. Participants will be informed that the confidentiality of the persons or institutions involved in the research as participants during the data collection process will be ensured.

4. Findings

The research findings are structured and presented according to five research questions.

The first research question is “What is the meaning of the Teaching Practice course (internship) according to the mentor teachers in Northern Cyprus?” and the findings are presented in

Table 1. The meaning of internship according to mentor teachers.

Meaning Theme	Sub-Themes	Frequency (n)
Applying theory in practice	Applying theoretical knowledge, gaining experience, realizing teaching methods, first encounter with students	42
Role of internship	Necessary for practice, foundation of profession, most important step	12
Professional identity	Being a role model, recognizing the profession	11
Learning through experience	Learning by doing, observing, correcting deficiencies	10
Personal growth	Personal development, knowledge/skill development	5

.

When the opinions of mentor teachers are examined, we can say that they define the meaning of internship as a process that allows candidate teachers to experience how to apply theoretical knowledge in the classroom environment. This process helps candidate teachers develop their teaching methods and classroom management skills [53,54]. This gained experience is an element that practice teachers consider important in the internship process. Gaining experience increases the professional competence of candidate teachers and reinforces their self-confidence [55]. Practice school teachers, who emphasize that an internship is a critical step in the professional development of candidate teachers, think that this process will prepare candidate teachers for the teaching profession and develop their professional competence:

“It means a lot. How the theoretical knowledge learned in class will be used can only be determined in an internship. They should do a lot of internships and be face to face with their students so that they can learn to apply their knowledge to their professional life”

(T30)

“The role of an internship in putting the theoretical knowledge learned in class into practice is very important. With an internship, they will encounter students in a classroom environment and learn to transfer knowledge or to cope with the difficulties they will encounter by gaining experience”

(T39)

They also think that candidate teachers can experience various teaching methods during the internship process and observe the effects of these methods. This helps them develop their teaching strategies and become more effective teachers [56]. A teacher’s statement on this subject is as follows:

“It is the application of the information learned theoretically. It is the realization of learning by experimenting and experiencing the methods selected according to the level of the class.”

(T9)

In their statements, mentor teachers stated that the internship practice demonstrated their role model status. They stated that they were an example for candidate teachers:

“It means being a role model for candidate teachers”

(T4)

The guidance of experienced teachers helps candidate teachers develop their professional identities and get to know the teaching profession [57]. In addition, they state that an internship is a process that allows candidate teachers to get to know the teaching profession. This process helps candidate teachers understand their professional expectations and responsibilities [58].

The most effective learning is learning by doing and experiencing. This situation is also emphasized by practice teachers, and they think that internship practices will help candidate teachers learn how to apply their theoretical knowledge in practice and develop their professional skills. They also stated that this process will contribute to the personal development of candidate teachers. This process helps them develop their professional skills and teaching methods [59]. Candidate teachers can develop their professional skills by observing experienced teachers. According to practice teachers, thanks to the internship, candidate teachers can realize their own deficiencies and have the opportunity to correct these deficiencies:

“The candidate teacher should be aware of his/her own shortcomings or areas that need to be developed…”

(Ö28)

Mentor teachers stated that an internship provides a solid foundation for the teaching profession. This process helps candidate teachers develop their professional identities and better prepare for their future professional lives [60]. In addition, the direct interaction of candidate teachers with students during the internship process was seen as valuable as their first encounter with them. This allows them to develop classroom management skills and student relationships [55].

Mentor teachers emphasize that internships are very important for teacher candidates in terms of applying theoretical knowledge in practice and gaining professional experience. Mentor teachers state that an internship allows the combination of theoretical knowledge with practice, and the candidates gain experience. Mentor teachers emphasized the importance of the first contact with the student. It was accepted that an internship contributes to the personal and professional development of teacher candidates.

Mentor teachers find it important to be a role model for candidate teachers and to guide them in getting to know the profession during the internship process. Mentor teachers state that an internship is important for candidate teachers to realize teaching methods and learn by doing and experiencing.

As a result of the interviews, we can say that mentor teachers accept that internships are very important in terms of professional development and gaining experience. Mentor teachers emphasize issues such as being a role model, getting to know the profession, and learning by doing and experiencing. This situation reflects the guidance role of mentor teachers during the internship process and their awareness of contributing to the development of professional identities of candidate teachers.

Teaching experiences implemented to increase students’ performance in sustainability constitute a unique learning opportunity for them [61]. In the theoretical session of the practice course, the strategies used by teachers on how to integrate sustainable education goals into education are generally limited. Although candidate teachers understand how to integrate sustainability into education, they are inadequate in terms of how to relate it to global and transformative strategies due to their limited understanding. This shows that it is important to place more emphasis on global strategies.

The second research question is “What are the problems encountered by the mentor teachers in Northern Cyprus in the Teaching Practice course?” and findings are presented in

Table 2. Challenges faced by candidate teachers during internship.

Challenges Theme	Sub-Themes	Frequency (N)
Classroom management	Managing the class, adjusting tone of voice, maintaining time, student attention issues	44
Student-centered instruction	Difficulty adapting to student level, engaging students, using suitable materials or methods	30
Attendance and professionalism	Inconsistent attendance, tardiness, dress code violations	23
Preparation and planning	Coming unprepared, lack of lesson planning, assessment tool issues, reliance on paper	20
Content and pedagogical knowledge	Lack of subject knowledge, needing more practice time, teaching without observing class	13
Communication skills	Poor Turkish usage, limited eye contact, ineffective verbal/nonverbal interaction	7
Motivation and confidence	Lack of self-confidence, reluctance, nervousness	7
Cultural adaptation	Lack of cultural familiarity, limited ability to give real-life examples	3

.

Table 2 shows the problems encountered by practice school teachers during their internships. This data reveals the common difficulties encountered by those who are new to the teaching profession and the effects of these difficulties on the educational process. Classroom management is one of the most important competencies of teachers, and candidate teachers often experience difficulties in this area:

“They have difficulty in controlling the class. They have difficulty in including all the children while doing the activities… if they come to the class where the application will be made every day for a week instead of once a week, they will have better control over the class and the lessons”

(T37)

Classroom management problems are a frequently emphasized topic in teacher education literature. Emmer and Stough [62] state that classroom management is a critical competency for teachers to be effective. Problems experienced in classroom management are related to teachers’ feelings of inadequacy in maintaining classroom discipline and drawing students’ attention to the lesson. The difficulties experienced by candidate teachers in classroom management stem from inexperience and inadequate practical training. Adjusting the tone of voice and time management are critical components of effective classroom management, and difficulties experienced in these areas can negatively affect teachers’ teaching and student participation.

It shows that candidate teachers who have difficulty in getting down to the student level and drawing attention to the lesson have difficulty in adapting their lesson explanations to the knowledge and understanding level of the students:

“I observed that teacher candidates could not fully catch up with the students’ level and that they were giving a waste of time explaining”

(T35)

“They have difficulty in attracting students’ attention. They do not use the fonts we use in small classes. They are careless…”

(T2)

Teaching appropriate to the student level is based on theoretical foundations such as Vygotsky’s theory of the “zone of proximal development” and requires teachers to use course materials and methods appropriate to the students’ current level of knowledge [63]. The problem of not being able to attract the students’ attention to the lesson is related to the fact that the teaching methods and materials are not interesting and appropriate. This situation indicates that the pedagogical skills of the candidate teachers need to be developed.

If candidate teachers do not come to class prepared, it negatively affects the effectiveness of the course and the learning experience of the students:

“The biggest problem is not being prepared enough and not being able to get down to the level of the children. Many candidate teachers teach as if there were middle and high school students in front of them… they cannot get down to the level of the children and cannot adjust their tone of voice and manage the class”

(T30)

Unplanned lessons can make it difficult to achieve teaching goals. Proper preparation of measurement and evaluation tools is critical to accurately assessing student achievement.

Effective teaching materials support students’ learning process and make it interesting. The inability of candidate teachers to write the letters of the alphabet properly while teaching a lesson can cause them to learn incorrect writing techniques, making it difficult for students to take notes and understand. Lack of methodological knowledge means inadequacy of teaching strategies, which can reduce the effectiveness of the lesson.

The statements of practice school teachers who observed that new teachers experienced problems such as a lack of self-confidence and reluctance are as follows:

“They have no idea about which subject should be covered in what way… unwillingness to attend class, lack of mastery of the subjects, insufficient field knowledge, difficulty in attracting students’ attention, inability to draw the notebook order on the board…”

(T1)

This situation negatively affects the professional motivation and performance of candidate teachers. The source of this disinterest should be examined in detail. Bandura [64] emphasizes the effect of teachers’ self-efficacy perceptions on teaching activities. When teachers feel confident, their teaching becomes more effective and motivating. Excitement is a common situation, especially for new teachers, and it can affect teachers’ classroom performance.

Language and communication skills are critical for teachers to effectively convey information to students. In this regard, practice school teachers have stated that there are deficiencies in candidate teachers:

“The fact that they cannot use the appropriate language and expression for the children’s level in the classroom causes them to not be understood”

(T45)

“The language used by candidate teachers is not suitable for the child. The lesson should be explained in a simpler language. Since the lesson is explained by looking at the paper and reading it, children may get bored early”

(T43)

“I think they should make more eye contact with the students. They should communicate with the students more”

(T15)

“Some candidate teachers should improve themselves in terms of dress, self-confidence, using clean language, and eye contact”

(T16)

Failure to use Turkish properly can reduce the comprehensibility of the teaching material. Hattie [65] states that teachers’ communication skills have a major impact on students’ learning outcomes. Failure to use Turkish properly and not making eye contact can make it difficult for students to interact with teachers and understand the lesson. It can also cause students to lose their attention.

While mentor teachers state that doing an internship once a week would be insufficient, it has been reported that student teachers are absent. These situations can prevent student teachers from gaining sufficient practical experience:

“The number of practices that teachers have to do by coming once a week is too much. If they came three times a day, the practice would be more efficient. For this reason, giving so many lessons once a week creates difficulty in completing the subjects.”

(T9)

“The teacher candidate not coming to the lesson on time or without any notice caused a delay in the program”

(T12)

Zeichner [66] emphasizes that teacher education programs should provide more hands-on experience. Being absent and untimely shows professional discipline and responsibility. Attire can affect teachers’ professional image and student perception.

Mentor teachers also made statements about the cultural and environmental problems experienced by candidate teachers:

“Failure to attract students’ attention, lack of knowledge about our country and culture, carelessness in dressing, not using materials…”

(T5)

Cultural adaptation problems can make it difficult for teachers to establish better relationships with students. This should not be overlooked, especially for teachers who study or work in a different country. This adaptation problem negatively affects the ability to provide proper and real-life examples for the lesson in accordance with the environmental conditions. Culturally responsive pedagogy [67] suggests that teachers understand the cultural backgrounds of their students and adapt their course materials accordingly. Failure to provide information about life can limit teachers’ ability to help students connect with the real world.

Lack of subject knowledge can make it difficult for candidate teachers to cover course topics in depth. Shulman [68] emphasizes that teachers should have equal command of subject knowledge and pedagogical knowledge. The need to teach more lessons is important for candidate teachers to practice and gain experience. Candidate teachers’ reliance on paper can limit their teaching flexibility and creativity. The demand to teach a lesson without being able to observe, and a classroom environment whose characteristics they do not know, can prevent candidate teachers from preparing as desired and at an adequate level. This can make it difficult for candidate teachers to teach a lesson.

Within the scope of the findings stated in Table 2, it can be said that there are many aspects of teacher preparation that need to be improved. Therefore, making internship programs more comprehensive and practical shows that future teachers need to be better trained in issues such as classroom management, student relations, lesson preparation, and teaching methods, etc. This situation also constitutes an important element for education faculties to develop programs that will minimize the difficulties that teacher candidates may encounter in dealing with such problems. Similarly, Nketsia et al. [69] stated in their study that the development of student-centered, inclusive, and participatory teaching approaches that include the principles of inclusiveness will enable the development of pedagogical practices that will increase the confidence of potential teachers and develop their coping skills in inclusive environments and will provide solutions to the problems experienced.

The third research question is “What are the opinions of the mentor teachers in Northern Cyprus regarding the responsibilities of candidate class teachers in the Teaching Practice course?” and the findings are presented in

Table 3. Responsibilities of candidate teachers according to mentor teachers.

Responsibility Theme	Sub-Themes	Frequency (n)
Preparation and planning	Be prepared, plan ahead, do research, prepare materials	33
Communication and relationships	Communicate with mentor and students, build rapport, connect with students, love children	20
Professional behavior	Exhibit appropriate attitudes, dress appropriately, demonstrate responsibility, be hardworking	16
Time and attendance	Arrive on time, manage time, maintain discipline	16
Observation and reflection	Observe classroom activities, take notes, be aware of learning moments	13
Instructional practices	Make learning fun, prioritize visuality, apply learning-by-doing, use varied methods	10
Personal traits and motivation	Show courage, be willing, be meticulous, set an example	6
Assessment competency	Align evaluation tools with course content	1

.

As a result of the interviews with the mentor teachers, coming to class prepared was the situation with the highest frequency. This shows that mentor teachers see coming to class prepared as the most important responsibility of candidate teachers:

“Candidate classroom teachers should come to class on time and be well prepared for the subject they choose”

(T45)

“One should make the necessary preparations before the application and make the lesson concrete with the equipment”

(T24)

They emphasize that pre-lesson planning and material preparation are critical for a successful application process for candidate teachers. The statements here show that making a plan for the course within the framework of certain research is important and that it is among the responsibilities of candidate teachers. The lower frequency of material preparation indicates that candidate teachers do not care enough about the material preparation process or do not receive sufficient support in this regard.

Another issue that mentor teachers care about is Time Management and Attendance:

“One should feel close to the students, organize the time well and come ready for the lesson”

(T49)

“They should arrive on time, leave school on time, pay attention to lesson hours, and be well prepared for the lesson they will teach”

(T34)

The fact that the responsibility of coming to class on time is attributed to candidate teachers reveals that time management and regularity are important for candidate teachers. Teachers consider it an important responsibility for candidates to come to class on time. Candidate teachers are also seen as responsible for general discipline and time management, but the frequencies in this category are lower. This shows that issues such as discipline and time management are less prominent.

Practicing school teachers also assigned responsibility to candidate teachers regarding communication. In this theme, it is emphasized that the need for candidate teachers to establish effective communication with both the mentor teacher and the students is at the forefront:

“It should start with loving children and the profession. We ensure that all children participate in the lesson and make the lesson fun and not boring. “We should give importance to education by doing and experiencing”

(T39)

“They should carefully follow and evaluate the teacher they observe. He/she should be active even during classroom observation and seize opportunities to work one-on-one with students. “They should make the subject they are going to explain more interesting and understandable for the students”

(T35)

Communication skills are considered a critical element for the success of the educational process. Observation skills are also considered necessary for candidate teachers. Observation is considered a critical skill in terms of developing teaching strategies and evaluating learning processes. Additionally, the importance of candidate teachers’ professional attitudes and knowledge levels is emphasized here. Field knowledge and professional attitude have a great impact on the education process. Practicing teachers state that appropriateness in dress and personal and professional image also play an important role:

“In teaching practice, it is necessary to teach children with language and activities appropriate to their level, by involving them in the lesson. To be useful, the lesson must be taught. The important thing is not just to lecture but to have an impact on children and be useful to them. “We should be more diligent in this regard”

(T10)

“Being ready for the courses on time, taking notes for one’s own development during the course of the course, setting an example, researching the subject, coming to the lecture, and being willing to get information”

(T18)

“They must come to class prepared, dress appropriately for school, and have complete field knowledge.”

(S42)

“First of all, to exhibit attitudes and behaviors appropriate to the teaching profession, to be good observers inside and outside the classroom, to adopt the school culture of the schools they are in, and to try to get to know the students in all their aspects.”

(Ö4)

“Must have observation skills and courage”

(T31)

The expressions must take notes, be courageous, and be willing are other characteristics required for personal qualities and professional development, but their frequency is lower. The following statements: Must be an example, must be responsible, must be hard-working, must be meticulous, indicate the professional behavior and work ethics of candidate teachers, but the low frequency shows that these qualities are less emphasized by mentor teachers.

It has been stated that the responsibility of practicing school teachers is to provide education with a contemporary understanding of education and the learning process within the framework of activities that appeal to the five senses and in which the student will actively participate:

“Teaching is a profession that requires conscience, responsibility and sacrifice. Students who will come to mentor should do more serious and planned studies. Our age is the age of technology. They can reach everything they want very easily… They should prepare well. They should pay attention to visuality and involving children in the lesson. They should try to get feedback and love children. Education starts with loving the child. “They should make people love themselves too”

(T30)

It is known that these features are important for students’ motivation and learning efficiency. Attention is drawn to the diversification of methods and the effective use of learning materials. The relevance of evaluation processes to the subject has also been mentioned, but their frequency is low.

Table 3 shows that the responsibilities of candidate teachers are evaluated in a wide range and that teachers group these responsibilities under various themes. Issues such as preparation and planning, communication, and personal development are at the forefront. While areas such as communicating effectively with students and mentor teachers, being prepared, and observing are highly frequent, time management, material preparation, and some personal qualities are less frequent.

Saraf [70] suggests that various teaching and learning strategies focusing on experiential learning should be used to help students develop higher-order thinking skills using well-structured activities to achieve sustainable development goals in education. He also stated in his study that case studies, field trips, scenarios and stories, collaborative group projects, or the use of digital tools are considered important elements in developing time management and material preparation skills that teachers should provide to students.

The fourth research question is, “What are the opinions of the mentor teachers in Northern Cyprus regarding their own responsibilities in the Teaching Practice course?” and the findings are presented in

Table 4. Responsibilities of mentor teachers according to mentor teachers.

Responsibility Theme	Sub-Themes	Frequency (n)
Guidance and feedback	Guiding and helping candidates, constructive criticism, giving positive/negative feedback	50
Experience and role modeling	Sharing experiences and knowledge, acting as a role model, demonstrating good practice	19
Planning and supervision	Providing lesson time, checking plans, creating supportive environments, feedback while teaching	14
Communication and support	Being open to communication, collaborating, observing, motivating, introducing students	13

.

When Table 4 is examined, it is seen that the practice reflects the basic functions and roles of school teachers. It is considered important for a good mentor teacher to be a good guide and guide his students correctly:

“Telling them about their good points and reinforcing them. Talking about the missing points and recommending something better. “To help them have a useful period”

(T43)

“Classroom teachers should be an example to teacher candidates. They should be an example with classroom management, student relations, and subject narration. Candidate teachers should make recommendations regarding the content, methods they can use, and examples for their applications. They should also guide the teacher candidate during the application”

(T35)

“At the end of the course, explaining the mistakes and deficiencies made in the course to the teacher candidate and asking her to correct them.”

(T9)

For an effective practice, it is important for the school teacher to share his experiences, give feedback, and give constructive criticism [71,72]. Research has revealed that mentor teachers support the professional development of candidate teachers by sharing their experiences and providing guidance.

Communication and collaboration play a critical role in student–mentor teacher relationships. Regarding this, mentor teachers used the following statements:

“Classroom teachers should cooperate with the person implementing the practice and share their knowledge”

(T40)

“Classroom teachers should be transparent and devoted in sharing information and experiences. “He should remain a good observer and guide”

(T15)

Effective communication and collaboration enable candidate teachers to express themselves better and make their professional development processes more efficient [73]. The appropriate environment and the motivating approach of the school teachers also support this process. Various studies show that reviewing lesson plans and evaluating teaching practices increases the teaching skills of candidate teachers [74]. Feedback and information support the development of candidate teachers. Identifying candidates’ shortcomings and providing information about them can accelerate their development [75].

Practicing school teachers also reported that they have duties and responsibilities regarding planning and implementation:

“The candidate teacher should check the plans and give feedback to the candidate teacher if there are any deficiencies or what needs to be implemented while teaching the lesson.”

(T37)

“Giving candidate teachers the necessary lesson time, guiding them correctly, checking lesson plans and preparations in advance”

(T36)

“To create an environment where candidate teachers can express themselves comfortably. “Being a good role model”

(T7)

The findings in the Table 4 largely align with the existing literature. In general, the role of teachers as mentors is described as providing guidance, giving feedback, and creating a supportive environment. Research shows that mentor teachers play the most important role in training successful candidate teachers [76]. Communication and collaboration help both candidate and mentor teachers to establish effective relationships [77].

The data in Table 4 may show that practices in this regard are less common, but it has been emphasized in the literature that these skills are important for an effective process. The lesson planning and implementation process also plays a critical role. This is consistent with existing research and may help candidate teachers improve their teaching skills [78]. Feedback plays an important role in the development of candidate teachers and appears to be less frequent in the findings here but is highly emphasized in the literature [79].

Teachers can be considered as a kind of school-based teacher trainer for the trainee students. The roles and responsibilities of school-based teacher trainers are essential to develop a sustainable mindset among their students. This can only be achieved if the responsible teacher demonstrates effective communication skills to the student teacher, creates a mindset that supports the curriculum, and sets an example by providing the necessary feedback. This will enable the sustainable mindset needed in the required sustainable education curriculum [80].

The fifth research question is “What feedback is given to candidate class teachers in the Teaching Practice course according to the mentor teachers in Northern Cyprus?” and the findings are presented in

Table 5. Types of feedback provided by mentor teachers.

Feedback Theme	Sub-Themes	Frequency (n)
Classroom management	Class control, student participation, time management, and managing student levels	21
Constructive critique	Feedback on deficiencies, lack of idea-sharing, and improvement suggestions	21
Instructional design	Planning, material use, use of methods and visuals, lesson creativity (e.g., songs)	18
Communication and delivery	Tone of voice, eye contact, use of Turkish, font correction	14
Encouragement and motivation	Reinforcement, congratulating successes	9
Professional support	Sharing experience, answering questions, program information, and textbook review	9

.

When we examine Table 5, the categories with the highest frequency are general feedback and feedback for mentor teachers, with the highest value at 30 frequencies, and lesson management and classroom control are prominent at 24 frequencies. Sensitivity has been shown in the management of the course. Course content and quality were stated to be an important focus. Feedback regarding personal development (for example, giving feedback and ideas about deficiencies) stands out in the feedback given by mentor teachers:

“I stated that they needed to adjust the time. “I talked about the need for students to actively participate in the lesson”

(T48)

In the feedback in Table 5, positive feedback and reinforcement-related feedback to candidate teachers have an important place in terms of mentor school teachers:

“When I saw problems with classroom management, I made recommendations. I guided them from time to time while explaining. “I gave them guidance such as “talk about this issue, ask this question, let them create a common answer and write it down”

(T35)

Classroom management and classroom control are also very evident in the feedback given by mentor school teachers. This indicates that mentor school teachers focus more on classroom management skills for candidate teachers and highlight deficiencies in this area. Practicing teachers pointed out the effective use of tone of voice:

“They should do activities that will attract children’s attention, the language and expression they use while teaching, the tone of voice…”

(T45)

“I stated that it is important for children to participate in the lesson, the importance of being able to use the tone of voice, and the importance of using materials while preparing for the lesson”

(T39)

“They should pay attention to visuals while preparing lessons, and sometimes use songs, riddles, etc. related to the subject. “It is important to use good tone of voice, it is important to include children in the lesson”

(T30)

In the feedback given by mentor school teachers, deficiencies and general feedback are at the forefront with a very high frequency. In the feedback of mentor school teachers, there are categories such as a lack of planning and providing information about the program.

“I tried to guide people in the right direction with encouragement for the right steps and constructive criticism for the wrong steps”

(T42)

“…they should prepare the course content according to the age group. “They should prepare lesson plans by examining textbooks”

(T38)

“Every week I gave him a photocopy of the weekly plans. I gave him information about the subject he would cover. I presented ideas. “I provided support with materials when necessary”

(T5)

Practicing teachers gave great importance to planning and program management. Particular emphasis is placed on course quality and student feedback, focusing on classroom management, communication skills, and general deficiencies. This type of analysis is important for improving teacher training and feedback processes.

Feedback received from teachers enables candidate teachers to gain a deeper understanding of sustainability issues, conduct peer and individual self-assessments, and even track their personal successes, while also paving the way for the course-related program outcomes to progress as sustainable program outcomes.

5. Discussion

According to the data obtained from the current research, school teachers consider an internship as professional development or putting theoretical knowledge into practice. It was emphasized that an internship is important in terms of gaining experience. However, it was also mentioned that it is necessary for personal development and self-confidence. In summary, mentor school teachers stated that observation is important during an internship. Practicing school teachers have accepted the internship as the most important step in the profession. Practicing school teachers emphasized that internships are important in terms of being a role model and getting to know the profession. Practicing teachers see an internship as a general learning and development process.

When the findings in Table 1 are evaluated, conclusions are reached regarding how mentor teachers perceive the internship. Accordingly, internships are seen as a vital mechanism for integrating theoretical knowledge into classroom environments and for putting it into practice. As emphasized by Darling Hammond [81], mentors perceive internships as a process that creates professional identity and provides an opportunity for experiential learning. In addition, the principles of experiential learning emphasized by Kolb [82] also overlap with the emphasis of the mentor teachers in this study on learning by doing and experiencing. The themes of applying theoretical knowledge and gaining experience that emerged in this study support these views in the literature. The role modeling that emerges depending on the views of mentors is consistent with Bandura and Walter’s [83] social learning theory. Candidate teachers model teaching activities and behavioral examples by observing and imitating mentors. The findings of this study regarding facing real difficulties in classroom environments and realizing their own deficiencies are consistent with Schulman’s [84] view that internships are an important period for developing professional and personal skills. The different roles of candidate teachers, such as observer, implementer, and learner, show that internships are a multifaceted process that contributes significantly to sustainable teacher education.

In the research, mentor school teachers draw attention to problems such as a lack of materials and not using different methods in lessons. Practicing teachers emphasize the deficiencies in the candidate teachers’ method knowledge and the lack of materials. It can be said here that the mentor school teachers, who are supposed to be exemplary, cannot be examples as required, but they expect teacher candidates to do work that they do not do themselves. This situation contains a contradiction within itself. According to the opinions of the school teachers, one of the most important problems has emerged as the issue of classroom dominance. There are studies emphasizing that candidate teachers are inadequate in controlling the classroom and ensuring discipline [85]. This can be attributed to teacher candidates’ lack of experience and lack of self-confidence in the classroom.

Communication problems are seen as an important problem. Mentor teachers point out the deficiencies in the language and communication skills of candidate teachers. Yakar, Uzun, and Tekerek [86] state that communication problems between mentor teachers and candidate teachers significantly reduce the effectiveness of the internship process. This breakdown in communication is often caused by a lack of mentoring or negative attitudes of mentor teachers towards candidates. This is a finding that points to the importance of effective communication in the teaching profession. In this context, it indicates that candidate teachers do not receive sufficient training and support in communication skills.

Mentor teachers stated that they saw problems such as lack of motivation, self-confidence problems, and reluctance in candidate teachers during the internship process. Similarly, according to the results of Gümüş et al. [44] and Alabaş and Yılmaz’s [87] studies, some of the mentor teachers stated that the teacher candidates’ motivation in practice was low. In addition, in the study conducted by Berber [88], it was determined that teacher candidates experienced a lack of motivation, and this negatively affected their internship performance. This is especially common for candidates who do not receive adequate support and guidance. It has also brought to the fore problems such as one day of internship per week being insufficient for teacher candidates and school teachers’ absenteeism and not coming to class on time. This situation emphasizes the importance of supportive strategies to increase the motivation of teacher candidates.

Mentor teachers focus more on the content of the course (font style, lack of materials, lack of method knowledge). Practicing teachers focus more on content and method during the internship and draw attention to the shortcomings of the candidates in this regard. In addition, it seems that much attention is paid to student-related problems, such as teacher candidates not being able to get down to the student level and not being able to attract students’ attention.

The fact that candidate teachers receive teaching education in a place different from the country they live in has created a cultural problem. Mentor teachers have expressed cultural and environmental problems such as unfamiliarity with the Cypriot culture, which suggests that there may be a lack of awareness of teachers regarding cultural adaptation processes. Yang, Zeng, and Wang [89] state that the lack of cultural awareness is a challenge, especially for teacher candidates who do internships in different geographical regions.

Mentor teachers discussed the problems from a broad perspective and the competencies of the candidate teachers. The application focused on the inadequacies of school teachers and candidate teachers in lecturing, planning, and classroom management. These findings show that novice teachers need more support in classroom management, lesson planning, and student relations, and guidance from practice school teachers is needed to overcome the obstacles they encounter in this process. A thorough list of the difficulties faced by aspiring teachers is provided in Table 2, with the most noticeable being classroom management issues. These problems are consistent with the findings of Emmer and Stough [62], who state that effective instruction depends on classroom management. Communication issues, such as the inability to change tone or make eye contact, indicate a lack of interpersonal competencies, which are essential for both effective teaching and student involvement [65]. Given that many candidates neglect to adapt their instruction to the developmental stage of their students, Vygotsky and Cole’s notion of the “zone of proximal development” also holds significance in this context [63]. The need for a more practice-oriented teacher education model is highlighted by issues with time management, lack of readiness, and an excessive dependence on theoretical knowledge without experience [66]. Some candidates’ reported cultural unfamiliarity emphasizes the necessity of Gay’s [67] recommended culturally responsive pedagogy. When taken as a whole, these problems show that practical skills and real-world classroom situations need to be more thoroughly covered in teacher preparation programs.

In the research, mentor teachers saw the theme of “Preparation and Planning” as the most frequently stated area of responsibility. Mentor teachers stated additional responsibilities, such as planning before the lesson and doing research for the lesson. Situations such as lack of course preparation, lack of professional attitudes and behavior, and reluctance in extracurricular professional experiences have been reported in similar studies [90,91,92,93,94], which are detected cases. In the study conducted by Gündoğdu et al. [92], it was concluded that teacher candidates were inadequate in preparing lesson plans and materials. The fact that there are still deficiencies in these issues indicates that there is a general problem in the teacher education system, and it has not been solved even after years.

It is also thought that time management and continuity issues are important. It was observed that mentor teachers also emphasized additional responsibilities, such as coming to class on time and being disciplined.

Counselors also emphasized the importance of communication. Observing and taking into account feedback is also considered important. Practicing teachers also drew attention to responsibilities such as an appropriate attitude towards the profession and being disciplined.

While mentor teachers emphasized the personal and professional development of candidate teachers, they also listed responsibilities such as making observations in this field, exhibiting a professional attitude, and mastering field knowledge.

Mentor teachers emphasized the responsibilities of candidate teachers regarding the education-training process (such as giving importance to effectiveness, making learning fun, and giving importance to visuality). They also discussed the responsibilities of teacher candidates in a broad framework and expressed them in detail. For example, more specific responsibilities, such as taking notes and being brave, were expressed by the mentor teachers.

The responsibilities that mentor teachers attribute to candidate teachers have a detailed and broad perspective. This may be due to the experiences of the mentor teachers. The practice suggests that school teachers’ expectations should focus more on professional development and discipline issues regarding the candidate teachers.

Due to the communication established between candidate teachers and mentor teachers during internship practices, theoretical knowledge comes to life in practice, and candidates can experience feelings of acceptance and recognition as mentor teachers share their experiences, state their expectations, and negotiate responsibilities [95,96].

“Coming to Class Prepared” is the most commonly expressed obligation, indicating that mentor teachers place a high value on preparation (Table 3). This is consistent with Shulman’s [68] pedagogical content knowledge paradigm, which emphasizes the integration of instructional delivery, topic mastery, and planning. Although they were stated less frequently, time management and timeliness were listed as crucial professional skills, indicating that they may be accepted rather than expressly emphasized. As a significant expectation, communication skills with mentor instructors and students emerged, reiterating the claim made by Johnson and Ridley [73] that relational competency is essential to mentor–mentee relations. Personal and professional development qualities such as observing, dressing appropriately, and displaying courage and willingness reflect the holistic aspirations for teacher candidates. The decreased prevalence of qualities like accountability, diligence, and attention to detail, however, can suggest that these are not given enough attention in training regimens. These results imply that although fundamental instructional duties are effectively conveyed, mentor coaching may need to place more focus on professional manner.

Findings showed that the practice emphasizes guidance and school teachers. Mentor teachers pointed out the importance of positive and negative feedback and showed that they accepted the responsibility of providing feedback. Mentor teachers attach importance to communication and cooperation with candidate teachers and emphasize the necessity of these skills.

In addition, counselors explain in detail the issues of professionalism and responsibility. Particularly, issues such as giving lesson hours, creating a suitable environment, and making observations are emphasized by the mentor teachers.

Findings also showed that providing guidance and support in the teaching process is perceived as an important responsibility of mentor teachers. This highlights the importance of a supportive and guiding approach in education. Providing feedback by practice school teachers is critical to improving the teaching process.

Opinions on communication and relationship management show that the quality of interactions in the teaching process should be increased. The higher emphasis of mentor teachers on this issue reveals the importance of these skills in the professional development of candidate teachers. Detailed perceptions of professionalism and responsibility can enable teachers to clearly understand and apply their professional roles and responsibilities. This is important to raise standards and quality of practice in education.

When a general evaluation is made, it is seen that the emphasis is on the mentor role of teachers, providing feedback and guidance. Kula-Ünver et al. [97] in the study conducted with candidate teachers stated that very few of the candidate teachers received feedback after the lecture. In addition, it was determined that the mentor teachers did not introduce the candidate teachers to the class appropriately, thus preventing the candidate teachers from being perceived as the teachers of the course by the students, and the fact that the mentor teachers told the candidate teachers before the lesson that they would re-explain the previously covered topics damaged the competence and authority of the candidate teachers. In some studies, research on the role of mentor teachers in providing guidance and support shows that the support provided by mentor teachers to candidate teachers has a significant impact on the teaching process [72,73,74,75,76,77,78]. Research on the effect of feedback reveals that feedback plays a critical role in increasing success and that this practice supports the professional development of candidate teachers [98]. Research on communication skills and relationship management emphasizes the importance of these skills for effective teaching [99]. Mentor teachers’ positive attitudes and openness to communication can make candidate teachers feel like a member of the school throughout the internship [96].

The duties of mentor instructors are shown in Table 4, with a strong emphasis on “Guidance and Direction”, especially in providing constructive criticism and feedback. This is consistent with Feiman-Nemser’s [100] description of mentoring as a formative, interactive process that is essential to the development of a professional identity. According to Hudson [101], who contends that communication, observation, and emotional support are the cornerstones of successful mentoring, the mentor’s function as a communicative and supporting partner aligns with mentoring frameworks. In order to support the contextual learning model, which holds that learning happens via genuine engagement and connection, teachers also underlined the need to share experiences and offer focused feedback. Research indicates that organized support improves teaching efficacy, which aligns with planning and execution duties like reviewing lesson plans and providing teaching time [102]. The limited emphasis placed on motivation and the creation of a supportive environment in participant responses suggests a pressing need to foster a caring and professionally supportive workplace culture.

The findings obtained in the research are important in terms of examining the scope and effectiveness of feedback processes in teacher education. The quality and content of the course were frequently emphasized by the mentor teachers. This finding appears consistent with the literature supporting the importance of course content and quality in teacher education. In particular, the effectiveness of teacher training programs depends on factors such as the quality of teaching materials and the suitability of the content [72]. Focusing on these elements in teacher education is considered a critical factor for improving teaching skills.

Personal development and communication skills stand out in the feedback that candidate teachers receive. This finding is consistent with research showing that teacher feedback should support the personal and professional development of student teachers [103]. In particular, it is stated that effective teacher training programs improve teaching processes by focusing on teachers’ personal development and communication skills [65].

The fact that issues related to classroom dominance and management come to the fore in the feedback received by candidate teachers, and that practice school teachers draw attention to these issues, reveals that classroom management is a critical area in teacher education. It is emphasized in the literature that classroom management skills are an important factor affecting teachers’ overall teaching performance [104]. Practicing teachers giving feedback to candidate teachers in this area may help candidates manage their teaching environments more effectively.

The fact that mentor teachers provide detailed feedback and general feedback regarding deficiencies supports that the teacher training process requires a comprehensive evaluation. This shows that effective feedback is an important tool that supports the professional development of teachers [105]. It is stated in the literature that effective teacher training programs should focus on improving teachers’ planning and program management skills [106]. These findings show that practice school teachers giving more feedback to candidate teachers on these issues may increase the importance of these areas in the teacher training process.

Lack of materials has emerged as an important problem in internship studies in internship schools. To solve this problem, it may be useful to organize material development workshops for teachers. Candidate teachers can be encouraged to participate in joint workshops where they will be more supported by mentor teachers in using materials.

It was stated by the mentor teachers that different teaching methods should not be used in the lessons. Innovative teaching methods on this subject should be encouraged in internship schools, and seminars can be held to teach candidate teachers these methods in practice.

Communication skills training should be given to candidate teachers to solve the communication problems they experience with their mentor teachers. Additionally, mentor teachers can also receive training to undertake the mentoring role more effectively in this process.

The effectiveness of the feedback process should be increased. For this purpose, candidate teachers can contribute to their professional development by receiving more constructive and detailed feedback after the lesson. Mentor teachers can also receive in-service training to become more systematic and supportive in giving feedback.

Responsibilities for both candidate and mentor teachers should be clearly defined. These responsibilities should be clarified in areas such as lesson planning, classroom management, preparing materials, and providing feedback. In this context, it may be beneficial to create a regulation suitable for Northern Cyprus conditions.

Elective courses can be created for candidate teachers to receive additional training to improve their lesson planning and time management skills. These skills should be emphasized more as an important part of the teaching practice course.

Motivation-increasing strategies should be developed for situations where candidate teachers experience a lack of motivation. By giving more participation and responsibility opportunities to candidate teachers in internship schools, their motivation can be increased.

Mentor teachers should provide a more supportive learning environment for candidate teachers, and special incentives can be applied for this. A reward system can be developed for the time spent with the student teacher. In particular, it is important to encourage candidates to take an active role in classes.

The replies in Table 5 are dominated by general feedback and advice on weaknesses, highlighting the critical role that formative feedback plays in the development of aspiring teachers [98]. Particularly common feedback regarding classroom discipline and management indicated that mentor teachers see this as a crucial area for growth. The emphasis on tone modification, the use of visual aids, and time management is consistent with research showing that engaging and multimodal training improves learning outcomes [107]. Presentation abilities, such as using Turkish correctly and maintaining eye contact, demonstrate the mentor’s focus on communication proficiency, which is critical for student understanding and classroom interaction. The focus on offering helpful critiques and suggesting enhancements demonstrates that mentors are taking a growth-oriented approach to feedback [108]. It is important to state that, despite their proven impact on new teacher performance, low frequencies of motivational or affective support imply that emotional and psychological components of teacher development may not be given as much attention as required [109].

6. Conclusions and Recommendations

In this study, the views of mentor teachers on the internship process of candidate teachers were analyzed, and the findings were associated with the 2030 Sustainable Development Goals (SDGs) determined by the United Nations [2]. The findings revealed that the internship provided multifaceted gains such as putting theoretical knowledge into practice, gaining classroom management skills, communicating, planning, preparing materials, and developing professional identity for candidate teachers. This multidimensional learning process directly overlaps with the goal of providing quality, inclusive, and equitable education, especially emphasized within the scope of SDG 4.

Mentor teachers stated that teacher candidates have difficulty in using methods and materials appropriate to the student level in their teaching practices and that they have deficiencies in classroom management and communication skills. These findings show that the pedagogical formation of teacher candidates should be structured in a more inclusive manner in order to achieve the goal of reducing inequalities and ensuring the active participation of all individuals in the learning process specified in SDG 10. In addition, the need to develop skills such as cultural adaptation, language use, and connecting to real life reveals that teacher education should not be limited to technical knowledge.

During the internship process, it has been observed that mentor teachers’ duties of guidance, feedback, role modeling, and support to candidates have gained importance. This situation is in line with the goal of building transparent, inclusive, and effective institutions emphasized by SDG 16. Developing professional behaviors such as professional responsibility, time management, and planned work by benefiting from this institutional guidance is one of the cornerstones of a sustainable education system.

As a result, the internship processes of teacher candidates contribute not only to their individual professional development but also to the construction of a sustainable society. However, in order for this contribution to become more effective, teacher training programs need to be restructured in line with the SDGs, and the quality of the implementation process needs to be increased. In this context, integrating sustainable development goals into all components of education is an important step that will serve the transformation of not only individuals but also society as a whole.

The following recommendations are presented to ensure that teacher candidates gain maximum benefit from the internship process and to strengthen the teacher training system in a sustainable manner.

• Strengthening the Implementation Process: It is insufficient for teacher candidates to do an internship only one day a week. Increasing the implementation period can help candidates adapt better to the classroom environment.
• Mentoring Training: In-service training programs should be organized for mentor teachers on guidance and effective feedback. An incentive reward system can be developed for mentor teachers in order to increase the quality of the mentoring process.
• Developing Communication Skills: Workshops and trainings should be organized for both teacher candidates and mentor teachers to develop communication skills. Candidates should be provided with basic competencies such as body language, intonation, and eye contact in classroom communication.
• Material and Method Support: Practical seminars should be given to teacher candidates on preparing teaching materials and using alternative teaching methods. Material development workshops should be organized, and candidates should be allowed to take an active role in this process together with mentor teachers.
• Improving the Feedback Process: The feedback process should be made systematic and structured, and developing and individual development-supporting feedback should be given after each application.
• Clear and Explicit Responsibility Definitions: The responsibilities of candidate teachers and mentor teachers (planning, preparation, material use, feedback, etc.) should be clearly defined; an official framework that regulates the process should be prepared accordingly.
• Cultural Awareness Training: Cultural adaptation seminars and local education system information sessions should be organized for teacher candidates who are doing their internships in different geographies.
• Motivation Support: Motivation should be increased by providing candidates with more responsibility and decision-making opportunities during the application process. Mentors should recognize the positive aspects of the candidates and provide appreciation and guidance focused on these areas.

This study is based solely on the views of mentor teachers, and the experiences and perceptions of trainee teachers were not included in the study. This may have limited the scope and objectivity of the findings. Variables such as the seniority of the mentor teachers, their level of education, or the type of school in which they work were not taken into account in the study, but these factors can have a significant impact on mentoring practices. In future studies, the internship process can be addressed with a multidimensional and comparative approach by including the views of candidate teachers, university faculty members, and school administrators. In addition, experimental studies measuring the effectiveness of structured mentoring training and feedback mechanisms can also make significant contributions to the field. Studies examining the integration of culturally sensitive pedagogical approaches and inclusive education practices into the internship process can contribute to teacher education programs becoming more inclusive. Finally, mentor teachers conducting action research and developing direct, practice-based suggestions about the process can provide concrete contributions to the professional development of candidate teachers.