A set of effective mentoring standards. A theoretically and empirically-driven framework

While considerable research has explored effective mentoring, limited empirical evidence supports its theoretical underpinnings. Building on our work (Ellis et al., 2020), we employed factor analysis with data from 654 pre-service teachers to develop an empirically-driven framework. A seven-factor model emerged, highlighting key mentor attributes: actively collaborating with the university, establishing an effective relationship with PSTs, providing direction and support, using a progressive mindset, sharing resources and experiences, developing a disposition and professional knowledge in mentoring, and facilitating PSTs' learning. This framework is a robust basis for defining effective mentoring and serves as a set of standards for quality mentoring. • Mentoring pre-service teachers is conceptualised in many ways. • Empirically driven conceptualisation highlights seven dimensions. • The dimensions provide evidence-based guidance for mentors to improve practice.