An Investigative Study on The Professional Development of Mentors in the Process of Mentoring Prospective Teachers

Abstract

Mentoring plays a vital role in the life of a teacher. The present qualitative study investigates how mentors enhance their professional development through the process of mentoring. Researches have shown that how observational learning with mental activity construct self – regulation towards the accomplishment of the professional goals of the mentor. As a pilot study, the case study method was applied to 10 participants., five new mentors, three sectional heads and vice principals working as mentors. Semi-structured interview method was applied to collect data. The questions of the interview were based on how mentors define their role as a “mentor” and how they enhance their professional development under five components. According to the findings of the study, five mentors without much experience in mentoring, mentioned that they were able to develop listening, empathetic responding and questioning skills when conversing with them. The second objective of the study was to identify how mentors gain benefits in mentoring. It is clear that all the participants gain some skills throughout the process of mentoring. It is obvious that mentoring supported mentors in different means in their professional development. It is suggested that the duration of mentor training should be extended. If mentors gain benefits from mentoring, it is apparently an investment for teacher education.