<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000300050</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Challenges encountered by mentor teachers when mentoring pre-service teachers during teaching practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos a los que se enfrentan los profesores mentores a la hora de orientar a los profesores en formación durante la práctica docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nduduzo]]></surname>
<given-names><![CDATA[Gcabashe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thabisile]]></surname>
<given-names><![CDATA[Maphumulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of South Africa Department of Curriculum Studies and Instruction ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000300050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000300050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000300050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT As part of their duties, in-service teachers are expected to provide mentorship to pre-service teachers placed by teacher training institutions in their schools. As a result, some mentor teachers encounter various challenges when mentoring pre-service teachers. Therefore, this qualitative study investigates the challenges faced by mentor teachers during the mentoring of pre-service teachers in teaching practice. This study is situated within the interpretive paradigm, and a multiple case study was adopted as its research design. The snowball sampling technique was used to select twelve participants from primary schools in the KwaZulu-Natal province of South Africa. Thematic analysis was employed to analyse the data collected through open-ended questionnaires. The study's key findings indicate that mentor teachers face numerous challenges when mentoring pre-service teachers. Among these challenges is the lack of content and pedagogical knowledge among pre-service teachers. Furthermore, some pre-service teachers are reluctant to accept guidance from mentor teachers. Based on the findings, this study recommends that teacher training institutions work closely with mentor teachers to mitigate these challenges.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Como parte de sus obligaciones, los profesores en activo deben tutorar a los profesores en formación que las instituciones de formación del profesorado colocan en sus escuelas. Como resultado, algunos profesores mentores se enfrentan a diversos retos cuando son tutores de profesores en formación. Por lo tanto, este estudio cualitativo investiga los retos a los que se enfrentan los profesores tutores durante la tutoría de los profesores en formación en la práctica docente. Este estudio se sitúa dentro del paradigma interpretativo, y se adoptó como diseño de investigación un estudio de casos múltiples. Se utilizó la técnica de muestreo de bola de nieve para seleccionar a doce participantes de escuelas primarias de la provincia sudafricana de KwaZulu-Natal. Se empleó el análisis temático para analizar los datos recogidos mediante cuestionarios abiertos. Las principales conclusiones del estudio indican que los profesores tutores se enfrentan a numerosos retos cuando asesoran a profesores en formación. Uno de ellos es la falta de conocimientos pedagógicos y de contenidos de los profesores en formación. Además, algunos profesores en formación son reacios a aceptar la orientación de los profesores tutores. Basándose en los resultados, este estudio recomienda que las instituciones de formación del profesorado colaboren estrechamente con los profesores mentores para mitigar estos problemas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Content knowledge]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento del contenido]]></kwd>
<kwd lng="es"><![CDATA[Tutoría]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Profesores en formación]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
</kwd-group>
</article-meta>
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