Research questions and theoretical framework Mentoring of newly qualified teachers has been incorporated as part of the educational landscape in many countries in recent decades. While there has been a significant body of research on the benefits to new teachers of learning from experienced practitioners, there has been relatively little exploration of what exactly it is that experienced teachers know that is passed on, and how they came to know it. This paper investigates ways in which mentor teachers come to understand the processes and problems involved in their own professional education and development, and their awareness of the myriad of constituent elements that form part of their professional skills repertoire. It is generally accepted that the processes involved in mentors’ continuing professional development and their learning grow form reflection on their own teaching experience. A crucial factor in successful mentoring provision is an understanding and conscious awareness of the processes involved. This understanding is a critical factor in helping mentors to facilitate the induction and professional development of the beginning teacher. Teacher professional identity and development has gained increasing interest in research as it affects how teachers teach, how they develop as teachers, their commitment and their attitudes toward educational change (Beijaard et al., 2004). Contextual and educational as well as personal factors have been seen to be important in teacher development. This is even more relevant in the case of mentors of newly qualified teachers who require support to develop as a teacher. The growth of professional identity is a complex area involving both teachers’ professional actions and professional roles (Enyedy et al., 2005). Both professional role and actions are frequently determined by factors outside of the individual, in particular the school context (Day, C. & Sachs, J., 2004). It is important for mentor teachers to gain understanding of the sources and processes involved in their professional growth in order to support beginning teachers effectively (Cochran Smith, M., & Lytle, S., 1999). As part of an ongoing national professional development programme, an investigation was conducted with mentors to establish the extent of their awareness of the sources and processes involved in their own professional development

Methodology The research uses a mixed methods approach to generate quantitative and qualitative data involving questionnaires, group discussions and in-depth interviews with loosely focused questions with a cohort of experienced mentors. Pilot studies were carried out and ethical procedures were put in place. Mentors were encouraged to reflect on both their professional pre-service courses and their experience as a means of identifying the components of their teaching skills. Interviews with individuals were used to help these mentors develop an in-depth understanding of the nature of their theoretical knowledge and their professional skills. Mentors’ experience of using the knowledge thus acquired to facilitate the induction of beginning teachers was examined. Quantitative data is analysed using the Statistical Package for the Social Sciences (SPSS) and content analysis was carries out on the qualitative data gathered.

Expected Outcomes The results indicate that the process of self scrutiny does not come easily to mentors many of whom reported having forgotten the source and processes involved in their professional development. This required openness to different points of view, a willingness to question strongly held beliefs, and honesty. Mentors who approached their reflection with an open mind and who were willing to explore the nature of their own professional learning found the process both rewarding and personally fulfilling apart from its usefulness in supporting beginning teachers. By facilitating mentors in understanding their experience and thus giving them their own unique voice, these mentors' insights enhanced their own and also their mentees professional development.