The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not deeply change their practices or views of mentoring. The mentors largely saw themselves as experts imparting knowledge, rather than collaborating with mentees. The authors propose revising the program to have a greater focus on developing mentors as reflective practitioners and collaborative partners with mentees. This would help create communities of practice where mentors and mentees can deeply reflect on teaching practices.

1. Teachers mentoring teachers: A process of reflection and rejuvenation Dr Denise Beutel & Dr Rebecca Spooner-Lane, Queensland University of Technology

12. Stages of the mentoring process Third Stage- Peer support & collegial relationship (Delegate) Second Stage- Mentee more self-directed in skill development & self-reflective (Collaborate) First Stage- Modelling of skills, sharing of strategies, observational feedback (Direct and explain)