Mentorship interventions for the professional development of in-service teachers: comparative synthesis and Indian contextualisation

Mentorship interventions are increasingly crucial for supporting in-service teachers’ continuous professional development amid evolving educational demands. This study examines mentorship practices in India focusing on professional growth aligned with National Education Policy (NEP)-2020, the National Professional Standards for Teachers (NPST)-2023, and the National Mission for Mentoring (NMM). Drawing on peer-reviewed literature and policy documents published after 2010, and sourced from Emerald Insight, ERIC, Scopes and Google Scholar, it synthesises best practices from countries such as the United States, United Kingdom, Australia, Finland, Canada, and Singapore. The study identifies gaps in India-specific mentoring practices under four categories: mentorship framework and models, structured and formal mentoring, mentorship-focused capacity-building programmes, and assessment and evaluation of mentorship competencies. Drawing on insights from other countries, this study strengthens the existing mentoring practices and advocates for an India-adaptive mentoring framework that aligns with the priorities outlined in the current national policies for in-service teachers.