Making mentoring explicit: articulating pedagogical knowledge practices

Mentoring pedagogical knowledge is fundamental towards developing preservice teachers' practices. As a result of a train-the-trainer mentoring programme, this study aimed to understand how mentors' engagement in a professional development programme on mentoring contributes to their mentoring of pedagogical knowledge practices. This qualitative research analyses the mentoring of pedagogical knowledge from six paired mentor teachers and preservice teachers (n = 12) after a four-week professional school experience. Findings indicated that the train-the-trainer model was successful for mentoring pedagogical knowledge on 10 of the 11 advocated practices. This suggested that a well-constructed professional development programme on mentoring can advance the quality of mentoring for enhancing preservice teachers' practices.