Participating in field-based practicum experiences is a crucial component of teacher education programs. Research has demonstrated the effectiveness of collaboration between pre-service teachers (mentees) and in-service teachers (mentors) during these practicums, highlighting benefits like mutual learning and professional support.

This study, conducted at the School of French at Aristotle University of Thessaloniki, focuses on the critical role of mentors in the practicum for French language student teachers.

Over a two-month period, student teachers participate in observing and conducting French lessons in both public and private settings, guided by experienced mentors. This practicum aims to fully immerse participants in authentic foreign language teaching environments, bridging the gap between theoretical studies and practical teaching applications. In this context, the multifaceted role of mentorship is fundamental, offering crucial support as pre-service teachers address their initial classroom experiences.

Employing qualitative research methods, this paper investigates the perceptions of mentees regarding the characteristics of effective mentors and the impact of their feedback on the success of the practicum. Insights from 23 student teachers, gathered upon completion of their practicum, enrich the study, offering a detailed view of the competencies and qualities that define an ideal mentor in this specialized educational context.

Keywords: Education, French pre-service teachers, mentors, mentees, practicum.