No teacher training institution can provide a "ready-made" teacher, Behr (2017) states and continues that being a teacher is a permanent learning and development task. The first phase of education is followed by entry into the profession - the second phase - followed by continuous training and development - the third phase - which spans the entire professional life (Behr, 2017). Teacher Education in Austria provides a mandatory induction phase for all beginning teachers who have already acquired basic professional competence during their first phase. In this induction phase, beginning teachers are accompanied by mentors. Mentoring in teacher education is generally seen as a strategy for individual and institutional support (Fischer & van Andel, 2002), well-being, and induction for newcomers to the profession (Hobson, Ashby, Malderez & Tomlinson, 2009). Beginning teachers' entry into school as an educational organization requires a change in perspective from learner to teacher. Mentors play an essential role in this transition process by interweaving theory and practice. A conducive professionalization of mentors is a condition for the success and sustainability of a mentoring program (Jucovy, 2001; Miller, 2007). Universities and colleges of education in Austria offer numerous courses where mentors can even be trained up to master's level. The particular focus of this contribution is on the dialogic support provided by mentoring. The following research question is explored: How can both the selection and qualification of mentors be supported and ensured? By means of literature research, it was examined which prerequisites mentors should have and which contents are necessary for mentors’ learning and development. Six central contents were identified: Mentors should have (1) professional and life experience and (2) a familiarity with the culture and values of the institution. Also, (3) personal willingness to learn and self-reflect, and (4) willingness to share knowledge. Likewise, (5) commitment and other resources such as time contributed to the process are prerequisites. (6) An attitude to enjoy sharing knowledge and experience and a willingness to support others in their development is also necessary. This paper is based on a study of curricula for mentor training by Dammerer (2021).

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