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The use of mentoring has nowadays become a predominant practice for the professional placement component of pre-service teacher education programs. Research however has identified that being an effective teacher does not make you an effective mentor. The present research investigated the role of professional development in the preparation of mentor teachers for their mentoring roles. Specifically, this paper presents the findings of a pilot mentoring preparation course that engaged mentor teachers in developing their knowledge about the nature and process of mentoring and the roles of mentors and mentees. Data about changed understandings of mentoring and changed mentoring practices of the mentor teachers who participated were gathered. The findings presented here are intended to inform the development of future professional development courses for mentor teachers who intend to mentor pre-service teachers. Introduction In many Australian pre-service teacher education programs, mentoring has become the predominant practice utilised during professional placements. Classroom-based teachers are relied upon to mentor pre-service teachers in practical aspects of learning to teach. Within the context of a mentoring scenario, the pre-service teacher’s needs are catered for and learning opportunities are negotiated between the mentor teacher and the pre-service teacher. The classroom-based teacher who agrees to mentor a pre-service teacher needs to nurture, advise, guide, encourage and facilitate authentic learning experiences for developmental growth (Ambrosetti & Dekkers, 2010; Le Cornu, 2005). Despite the important role that mentor teachers play in the development of the future generation of teachers, research has demonstrated that few teachers receive training or preparation for mentoring (Hall, Draper, Smith & Bullough, 2008; Tang & Choi, 2007). In many instances, it is assumed that if a teacher is considered to be an effective practioner, they can pass on their skills and knowledge to another as a mentor. Mentoring is not a natural ability that people inherently have, so an effective teacher may not necessarily make an effective mentor. Nevertheless, Hennissen, Crasborn, Brouwer, Korthagen and Bergen (2011) have shown that mentoring skills can be learnt and developed over time. This paper investigates the effectiveness of preparation for mentoring in relation to the understandings that mentors have of the nature of mentoring in the pre-service teacher education context. Firstly, the paper examines the construct of mentoring and the differences between mentoring and the traditional supervisory approach within the pre-service teacher education context. It provides a synthesis of the literature that discusses the importance of preparation for mentoring. Following this, the methodology and research context will be

Are You Ready to be a Mentor? Preparing Teachers for Mentoring Pre-service Teachers