“Just Students”

This chapter, written by four early childhood education students, examines the intricate nature of mentoring in field practicums, emphasizing the fluidity of professional knowledge and relationships. Through a qualitative analysis of students’ reflections, it reveals the complexities of mentoring dynamics and highlights how students’ understanding of becoming lifelong learners and teacher-researchers is shaped by their mentors’ self-perceptions and pedagogical approaches. The research uncovers the contrast between collaborative relationships formed with less experienced mentors, who embrace continuous learning, and the authoritative stances adopted by seasoned educators, which can hinder reciprocal knowledge exchange. By challenging traditional hierarchical structures in mentorship, this chapter advocates for a reimagined mentoring practice that embraces diverse perspectives and experiences. The findings call for further exploration into the nuanced interactions within mentoring relationships, suggesting that a more equitable understanding of mentoring can significantly enhance the field of early childhood education. Ultimately, this chapter seeks to initiate a conversation on interrogating normative practices and promote a richer dialogue around mentorship in early childhood education contexts.