This mixed methods study investigates mentor education for teachers and its significance for their own and collective learning and development. The importance of professional learning and development opportunities for teachers has received broad international recognition (O’Brien & Jones, 2014). However, how teachers can progress during their career and what kind of learning and development should be promoted have been given varying levels of attention. In research on mentoring, focus has often been placed on the mentees and the benefits of mentoring for those receiving it (Walters et al., 2020). Consequently, research on mentors is more limited, and there is a need for more research on mentors’ professional knowledge, needs and development (Aspfors & Fransson, 2015). The research focusing on both the mentees and mentors has resulted in an understanding that mentoring can also lead to mentors’ improved professional competency, reflective practices, collegial interaction, leadership skills and career renewal (Hobson et al., 2009; Walters et al., 2020). However, mentors are reported to lack education and training which would allow them to support mentees and maintain a high-quality commitment to their own and pre-service teachers’ professional development (Clarke et al., 2014; Sandvik et al., 2020). The question of what preparation mentors need in order to successfully engage in such a role has received little consideration (Hobson et al., 2009; Lejonberg et al., 2015). This mixed methods study explores teachers taking mentor education collectively in Norway. Data was collected in 2020-2021 using a quantitative survey (N=83) and qualitative focus group interviews (N=9). The study poses the following research question: What is the significance of mentor education for teachers’ own and collective learning and development? Quantitative data was statistically analysed using SPSS. Two qualitative focus group interviews were transcribed before being coded and grouped according to themes and topics. The results indicate that the participants experience development not only as mentors but also in their everyday life as teachers. Moreover, the results indicate that being able to participate collectively has significance for teacher collaboration, reflection and collective development at their schools. The study contributes with insights on mentor education and its meaning for professional learning and development of teachers individually and collectively. In the presentation, we will discuss how mentor education can find its ‘ecological niche’ (or not) in the Norwegian educational ecosystem.

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