Introduction

Mentoring is regarded as a crucial activity to promote student or beginning teachers' professional development (Bjuland & Helgevold, 2018). It has typically been described as a meaningful way for teachers to learn about the profession as it provides with the necessary skills and practical knowledge to deal with the complexity of practice (Mena et al., 2017).

Effective mentorship guidance shapes the student teachers understanding of practice as well as the process of becoming a teacher. The mentor-mentee relationship is often described as dynamic and evolving (Mosely Wetzel et al., 2019). Henry and Mollstedt (2021) state that “While in campus-based learning, relationships are formed with peers and university teachers (Van Rijswijk et al., 2018), in practice-based learning relationships are constructed with students and mentors (Mosely Wetzel et al., 2019)” (p. 2). The move in the relational spaces make the difference when comes to learn the profession. The dialogical conceptualization of mentoring relationships is what many authors claim as the nucleus of the teacher identity formation (Akkerman & Meijer, 2011; Badia & Clarke, 2021; Hudson, 2016; Loughran & Berry, 2005; Yitin Chu, 2019).