Τhe Professional Womb as a Conceptual Model for Mentoring Pre-Service Teachers in Infancy Pedagogy

Abstract Pedagogy is relational and requires teachers to integrate theoretical knowledge with practical skills to effectively educare . Mentoring is a key component of field experience in teacher education, yet little research has examined mentoring in the context of infancy. This study explores the mentoring practices of an experienced infant teacher working with four pre-service early childhood education and care (ECEC) teachers in the infant setting of a university-based school. Using reflective journals, interviews, and portfolios, the study identifies factors that support pre-service teachers’ understanding of infancy pedagogy. Findings highlight mentoring content; child development, relationships, time and space concepts, observation, infancy practices, and mentoring actions; including guidance, encouragement, observation, and reflection. The study introduces the Professional Womb as a conceptual model of mentoring, emphasizing the ethics of care, professional love, and relationships, discussing implications for teacher education programs and infancy field experiences.