Mentoring in the process of teachers’ professional advancement as perceived by mentors
Mentoring in the process of teachers’ professional advancement as perceived by mentors

Summary/Abstract: Success in the teaching profession is largely determined by adequate preparation for the profession. Mentoring is one of the most effective tools for building and empowering educators’ competence profile. The main aim of the article is to explore the opinions of Polish teacher-to-teacher mentors on the mentoring they provide to their less experienced colleagues. The first section provides a brief overview of how mentoring is presently understood in international scholarly discourse. Afterwards, the results of the empirical study are presented. The empirical research addresses three main issues: the qualities and skills a mentor should possess, the values important in mentoring and the implementation of the mentoring role. The final section presents research conclusions.

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