Smit, TanyaDu Toit, Pieter Hertzog2021-07-052021-07-052021-05Smit, T. & Du Toit, P.H. 2021, 'Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses', South African Journal of Education, Volume 41, Number 2, Art. #2010, 13 pages, https://doi.org/10.15700/saje.v41n2a2010.0256-0100 (print)2076-3433 (online)10.15700/saje.v41n2a2010http://hdl.handle.net/2263/80733During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers.en© 2020, South African Journal of Education. Published under a Creative Commons Attribution Licence.Work integrated learning (WIL)Short course curriculum developmentSelf-regulated professionalismPre-service teacher mentoringMentor teachersMentoringHigher education institution (HEI)Article