Professional development of mentor teachers in school-based teacher education: a social network perspective

Mentor teachers are required to engage in continuous professional development, and informal learning opportunities are available to them through collaborative activities. However, existing studies on mentor teachers’ collaboration with all actors involved in teacher education are scarce; hence, the importance of these collaborations on mentor teachers’ professional development remains unclear. This study examines opportunities for professional development among mentor teachers arising from collaborative activities in school-based teacher education social networks. This study conducts a questionnaire survey and creates social network maps to analyse mentor teachers’ collaboration partners, topics, frequency, and perceptions of the relevance of these interactions for their professional development. The results demonstrate that mentor teachers engage different forms of collaboration with various actors. Some of these actors have no formal assignments in teacher education. These collaborations provide valuable opportunities for professional development, including exchanging new teaching ideas and reflecting on teaching methods. These findings suggest that collaboration is not only central to the professional development of mentees but also plays a significant role in the ongoing learning of mentors. The study’s results highlight the significance of recognising and supporting the social networks that contribute to mentors’ development in school-based teacher education.