The main goal of the PROMENTORS project is to improve the quality of teacher training in Israel through an efficient and sustainable mentoring system based on the best EU practices with their mentees. PROMENTORS facilitates the process of professional development of mentors. To reach this goal, the program reviews and examines existing European and world models in order to learn from their practices and enrich and adapt the models that will be developed in Israel. Talpiot College’s Promentors team realized that the mentoring models could be expanded and adapted to other stages of mentoring and teaching from pre-service, novice teaching and beyond. During the symposium, Talpiot College of Education Promentor’s team will present a case study based on how the Promentors project mentoring models: PGM, Community Mentoring and Reverse Mentoring have become a catalyst for effective mentoring in pre-service practical training in the English department. The PGM model became the foundation of the development and practice of the learning community and community of practice in which student- teachers, mentors, pedagogical advisors and department lecturers participated. The Community -based model has been found, according to Wang and Apraiz (2018), to have a significant positive effect in pre-service training. Talpiot incorporated both models into a joint model of bi-weekly sessions of the participants guided by the pedagogical advisors but driven by the needs in the field and the direction and topics the participants found relevant. This led to a dynamic process and community. The joint adaption of the community model and PGM model was relevant to the cultural and pedagogical focuses of the Israel pedagogical philosophy and policies. The community of students, pre-service mentors, pedagogical advisors and college lecturers has developed into an eco-system of cooperation, mutual learning and effective practices in the field. In addition, the Covid period and the focus on the use of technology in education facilitated the emergence and extensive use of the reverse mentoring model. The student- teachers have become the mentors of their mentor teachers in all aspects of techno-pedagogy. Talpiot’s presentation will focus on how our team’s participation in the Promentors project facilitated a process of a change in the mentoring paradigm in practical training. It will incorporate the different perspectives of our Promentors team, focusing on this shift in mentoring in pre-service training. In addition, it will present the “Open Doors” model of practical training which has developed as a result of this process.

Breck, B. M., Dennis, C. B., & Leedahl, S. N. (2018). Implementing reverse mentoring to address social isolation among older adults. Journal of Gerontological Social Work, 61(5), 513-525. Hobson, A.J., & Maxwell, B. (2020). Mentoring substructures and superstructures: an extension and reconceptualization of the architecture for teacher mentoring. Journal of Education for Teaching: International Research and Pedagogy, 46(2), pp.184-206. Tynjälä, P., Pennanen, M., Markkanen, I., & Heikkinen, H. L. (2021). Finnish model of peer‐group mentoring: review of research. Annals of the New York Academy of Sciences, 1483(1). Wang J., Apraiz K. (2018). Community-based mentoring experiences for pre-service teachers: positive outcomes and challenges. The Excellence in Education Journal,7,1,38-60.