There are competing understandings of mentoring, one of which is based on a reflective model. In recent years, reflective teaching has developed as an important aspect in the field of teaching and is perceived as an effective tool for teachers to deepen their understanding of teaching and learning. Teacher mentors can be an important catalyst for reflection. Through dialogue and professional conversations, teacher mentors can help their mentees improve their teaching performance by making them more aware of ways to apply effective instructional strategies. Aspects of pedagogy can develop by considering existing knowledge, beliefs and experiences and reflecting on what is being learnt during the field placement process. Teacher mentors can promote reflection in their mentees by creating spaces for them to reconstruct and make meaning out of experience; by demonstrating their own reflective processes and actions and their benefits; and by documenting their teaching performance in the classroom. This can lead to enhanced levels of teacher professionalism and maturity. This paper brings together three research studies which investigate reflective practice within different mentoring contexts. The Norwegian experience explores the presence of critical thinking among teacher mentors and newly qualified teachers in kindergarten and lower secondary schools. Empirical data from dialogues are analysed against the criteria for critical thinking (Paul Martin Opdals, 2008) and the study is framed by social cultural theory. The Irish experience explores the benefits associated with teacher mentors engaging in and with a mentoring community of practice in order to learn how to engage in triad ‘reflective learning conversations’ with student teachers and university tutors. A participatory action research strategy is used to engage participants and the data are collected through multiple methods. The Maltese experience explores the ways student-teachers are supported, particularly through professional conversations / dialogues, in their field placement experience by school-based teacher mentors in a number of Maltese secondary schools. A qualitative based approach using interviews with teacher mentors, student teachers and Faculty examiners, is used, while grounded theory is used to analyse the data. All three studies reveal varying degrees of critical thinking and reflective practice, indicating that this mentoring model promotes the mentees’ professional growth and can significantly enrich their understanding of teaching and learning. This paper proposes that professional forms of inquiry depend on the type of relationship and collaboration forged between the teacher mentor and mentee, and suggests that both parties stand to gain from such an experience.

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